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ABSTRACT
This article reports findings from a small-scale qualitative study conducted in partnership with a group of secondary school English Language teachers in China. The study explored the teachers’ perspectives of the role of teacher autonomy in the teaching of English as a foreign language. Using semi-structured interviews, nine teachers from three selected secondary schools were able to articulate their perceptions of teacher autonomy as a professional attribute that plays a significant role in the enhancement of English language teaching. The study established that self-engagement in continuous professional development activities, setting own goals and the willingness to manage systemic constraints contribute immensely to the development of English teaching in schools. The study reiterates the link between teacher autonomy and learner autonomy including the need for school management to shift control to teachers in promoting the autonomous practice. This article discusses the pedagogical implications of teacher autonomy within the language learning setting and provides some suggestions for further study in the field of teacher autonomy in language learning in schools.
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No potential conflict of interest was reported by the author.
Additional information
Notes on contributors
Pei Pei Kong
Pei Pei Kong is an English language teacher at Zhejiang Sci-Tech University. She obtained her doctoral degree in Education Studies from the University of Sheffield, UK. She is currently teaching English to undergraduate students in China. Her research interests are in learner autonomy, teacher autonomy and pedagogical issues related to the teaching of English language.