مجلة النص
Volume 13, Numéro 1, Pages 667-678
2026-06-06
From Learner Autonomy To Teacher Autonomy: Pedagogical Practices That Reflect Teacher Autonomy In Higher Education
Authors : Abdaoui Mounya .
Abstract
Unlike learner autonomy, teacher autonomy has long been marginalized in Algerian higher education. This research aims to investigate the pedagogical practices that embody teacher autonomy in Teaching English as a Foreign Language. It provides a model for teacher autonomy that highlights the pedagogical areas that require teacher autonomy. A qualitative case study design was adopted based on participant observation of autonomy-related practices among 68 EFL teachers at the Department of English, University of 8 May 1945, Guelma. Results revealed eight pedagogical practices that demonstrate teacher autonomy. A model was designed to specify the main pedagogical areas that require autonomy.
Keywords
Autonomy ; Autonomy-related Practices ; Learner Autonomy ; Teacher Autonomy ; Pedagogical Practices
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