Promoting Teacher Autonomy through Educational Innovation

  • Jaime Usma Universidad de Antioquia
  • Cristina Frodden Universidad de Antioquia
Keywords: teacher autonomy, collaboration, educational innovation, professional development, action research

Abstract

In this paper, a teacher-researcher and his advisor report on an action research project aimed at developing teacher autonomy through collaborative work on the redesign and implementation of a new English syllabus in a high school in Medellín. Educational innovation, collaborative work, and autonomy development emerged as the main themes related to changing teacher and school practices. Teacher autonomy development requires certain conditions, but the process of change can create these conditions. With this paper we aim at a better understanding of and a discussion on the field of teacher autonomy, especially about the conditions required to begin educational innovations in our institutions, and how these conditions are related to teacher autonomy.

Received: 17-07-03 / Accepted: 19-08-03.

How to reference this article:

Usma, J. & Frodden, C. (2003). Promoting Teacher Autonomy through Educational Innovation. Íkala. 8(1), pp. 101 – 132 

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Author Biographies

Jaime Usma, Universidad de Antioquia
Licenciado en Enseñanza de Lenguas Extranjeras. Coordinador y asesor de práctica docente, Escuela de Idiomas, Universidad de Antioquia.
Cristina Frodden, Universidad de Antioquia
Magíster en Lingüística Aplicada. Coordinadora de la Licenciatura en Lenguas Extranjeras, Escuela de Idiomas, Universidad de Antioquia.

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Published
2003-12-07
How to Cite
Usma J., & Frodden C. (2003). Promoting Teacher Autonomy through Educational Innovation. Íkala, 8(1), 101-132. Retrieved from https://revistas.udea.edu.co/index.php/ikala/article/view/3181
Section
Articles