Teacher Autonomy: Ensuring Equity and Reinstating Respect

Dr Shree Deepa

Associate Professor, Centre for English Language Studies, University of Hyderabad

Dr Geetha Durairajan

Retired Professor, Dept of Materials Development and Evaluation, English and Foreign Language University, Hyderabad

Keywords: Teacher autonomy, teacher freedom, impositions, empowerment


Abstract

This article attempts to provide an account of  the impediments that teachers face in the path of creating a teaching­learning atmosphere. It will provide an insight into what teacher autonomy is and the inhibitions that are ‘created’ or already exist and therefore experienced by a teacher.  It analyses the shared principles that should exist on various levels in the educational system and how that can empower teachers in carrying out their her/his responsibilities in the most effective manner.


References

Adom, D., Yeboah, A., & Ankrah, A. K. (2016). Constructivism philosophical paradigm:

Implication for research, teaching and learning. Global journal of arts humanities and social sciences, 4(10), 1-9.

Benson, P. (2010) “Teacher education and teacher autonomy: Creating spaces for experimentation in secondary school English language teaching.” Language Teaching Research 14(3) 259–275. DOI: 10.1177/ 1362168810365236

Choudhury, M. T. (2015). A Study of Teacher Autonomy and its Impact on Classroom Practices in Secondary Schools of Bangladesh. Unpublished Ph D thesis. EFL University.

Deepa, Shree (2022, October). Academic Rape in Education Spaces - A Thought Seed Essay. Wisdom Speaks. Vol.7. (forthcoming) Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York, NY: BasicBooks.

Government of India (2020). National Education Policy. New Delhi: Government of India.

Prabhu, N.S. (1987). Second Language Pedagogy. Oxford University Press.

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