AUTONOMY UNVEILED: DIGGING DEEP INTO THE INTERWOVEN REALMS OF TEACHER AND LEARNER DYNAMICS OF PROSPECTIVE TEACHERS OF ENGLISH

Abstract

The primary objective of this study is to conduct an in-depth analysis and comparison of learner and teacher autonomy concepts among prospective teachers of English (PTEs). The study intends to uncover the diverse viewpoints, attitudes, and practices surrounding autonomy in the context of EFL instruction by employing a mixed-methods approach that combines quantitative data from autonomy scales and qualitative insights from semi-structured interviews. The study intends to provide useful insights into the elements that influence both learner and teacher autonomy, with the ultimate objective of guiding teacher training programs and teaching practicum in pre-service education. The study involved 72 prospective EFL teachers, and data were collected using The Learner Autonomy Scale (2006) and The Teacher Autonomy Scale (2006), as well as through semi-structured interviews. The findings of the study revealed that participants’ learner and teacher autonomy levels were moderate. Interview results yielded teacher training programs and teaching practicum have both positive effects e.g. self-reflective activities, independence during the practicum, and negative effects, e.g. heavy workloads, lacking parts of practicum in terms of providing a flexible environment to cultivate autonomy, presence of mentors on learner and teacher autonomy of prospective teachers of English.