Teacher Autonomy: A Critical Review of the Research and Concept beyond Applied Linguistics

  • Jaime Usma Wilches Universidad de Antioquia
Keywords: Teacher autonomy, Autonomy, Applied linguistics, Language teaching

Abstract

In this paper I will review conceptual and empirical research on teacher autonomy beyond the limits of applied linguistics. Research shows that teacher autonomy can be conceptualized as a personal sense of freedom from interference or in terms of teachers’ exercise of control over school matters. This review clarifi es the meaning of teacher autonomy, provides valuable insights about different domains in which teachers exercise their control, and explores some of the personal and contextual factors that affect their performance. This paper confi rms the necessity to analyze teacher autonomy beyond a particular field

Received: 27-03-07 / Accepted: 18-07-07

How to reference this article:

Usma Wilches, J. (2007). Teacher Autonomy: A Critical Review of the Research and Concept beyond Applied Linguistics. Íkala. 12(1), pp. 245 – 275.

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Author Biography

Jaime Usma Wilches, Universidad de Antioquia
Jaime Usma is a teacher researcher and a member of the research group GIAE (Grupo de Investigación Acción y Evaluación en Lenguas Extranjeras) in the School of Languages at the Universidad de Antioquia. Ph. D student, University Wisconsin-Madison, United States.

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Published
2009-11-03
How to Cite
Usma Wilches, J. (2009). Teacher Autonomy: A Critical Review of the Research and Concept beyond Applied Linguistics. Íkala, 12(1), 245-275. Retrieved from https://revistas.udea.edu.co/index.php/ikala/article/view/2720
Section
Empirical Studies