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The impact of dialogic reflections on teacher autonomy.

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Title: The impact of dialogic reflections on teacher autonomy.
Authors: Gülşen, Erhan1 erhan.gulsen@bahcesehir.edu.tr, Atay, Derin1
Source: Teacher Development. Nov2022, Vol. 26 Issue 5, p609-626. 18p. 1 Diagram, 5 Charts, 1 Graph.
Subject Terms: *Freedom of teaching, *English as a foreign language, *Teacher education, *Dialogic teaching, *English teachers, Professionalism
Abstract: Teacher autonomy refers to a teacher's empowerment in the classroom, school, and community, leading to instructional efficacy and professionalism. Despite its proven contribution to pedagogical decision-making, studies reveal that many teachers lack sufficient autonomy mainly owing to institutional constraints. It is suggested that teachers embrace such restraints and become autonomous by initiating dialogic reflections with their colleagues and reaching contextualized decisions within a community of practice. So far, no study has explored how dialogic reflections can be performed among EFL (English as a Foreign Language) teachers. To fill the gap, the researcher investigated the process of dialogic reflections and explored whether it would affect the autonomy levels of Turkish EFL teachers. The data were collected through a teacher autonomy scale and by investigating the participants' dialogic reflections. The results indicated that teacher autonomy levels increased thanks to social interdependence through collaborative decision-making. [ABSTRACT FROM AUTHOR]
Copyright of Teacher Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: The impact of dialogic reflections on teacher autonomy.
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  Data: <searchLink fieldCode="AR" term="%22Gülşen%2C+Erhan%22">Gülşen, Erhan</searchLink><relatesTo>1</relatesTo><i> erhan.gulsen@bahcesehir.edu.tr</i><br /><searchLink fieldCode="AR" term="%22Atay%2C+Derin%22">Atay, Derin</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Teacher+Development%22">Teacher Development</searchLink>. Nov2022, Vol. 26 Issue 5, p609-626. 18p. 1 Diagram, 5 Charts, 1 Graph.
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  Data: *<searchLink fieldCode="DE" term="%22Freedom+of+teaching%22">Freedom of teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Dialogic+teaching%22">Dialogic teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22English+teachers%22">English teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Professionalism%22">Professionalism</searchLink>
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  Data: Teacher autonomy refers to a teacher's empowerment in the classroom, school, and community, leading to instructional efficacy and professionalism. Despite its proven contribution to pedagogical decision-making, studies reveal that many teachers lack sufficient autonomy mainly owing to institutional constraints. It is suggested that teachers embrace such restraints and become autonomous by initiating dialogic reflections with their colleagues and reaching contextualized decisions within a community of practice. So far, no study has explored how dialogic reflections can be performed among EFL (English as a Foreign Language) teachers. To fill the gap, the researcher investigated the process of dialogic reflections and explored whether it would affect the autonomy levels of Turkish EFL teachers. The data were collected through a teacher autonomy scale and by investigating the participants' dialogic reflections. The results indicated that teacher autonomy levels increased thanks to social interdependence through collaborative decision-making. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Teacher Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/13664530.2022.2121747
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              Text: Nov2022
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