An Examination of Instructional Autonomy Practices of Science Teachers

Contemporary studies related to teacher autonomy mostly deal with research into how autonomy is perceived by teachers and which variables it is associated with. On the other hand, there are very few studies dealing with how teachers' instructional autonomy over the curriculum is reflected in th...

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Bibliographic Details
Published inInternational journal of educational methodology Vol. 7; no. 1; pp. 79 - 94
Main Authors Yolcu, Okan, Akar-Vural, Ruken
Format Journal Article
LanguageEnglish
Published Eurasian Society of Educational Research 15.02.2021
Subjects
Classroom Techniques
Discipline
Foreign Countries
Instructional Effectiveness
Professional Autonomy
Science Instruction
Science Teachers
Secondary School Students
Student Participation
Teacher Attitudes
Teaching Methods
Thinking Skills
Turkey
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Summary:Contemporary studies related to teacher autonomy mostly deal with research into how autonomy is perceived by teachers and which variables it is associated with. On the other hand, there are very few studies dealing with how teachers' instructional autonomy over the curriculum is reflected in the education process. The aim of this study is to reveal in depth the practices carried out in the context of instructional autonomy by science teachers who have different levels of autonomy. The study is based on data gathered from eight teachers employed at different schools in the province of Izmir in Turkey. Interviews, observations and documents were used for collecting the data. The results reveal that while teachers with high instructional autonomy successfully apply contemporary teaching methods, alternative evaluation techniques, high-order thinking skills and effective classroom management, teachers with low instructional autonomy fall short in all of these areas.
ISSN:2469-9632
2469-9632
DOI:10.12973/ijem.7.1.79