Australian Journal of Teacher Education
Abstract
This paper aims to investigate student teachers’ beliefs about learner autonomy in the Turkish educational context. In a study in the ELT Department, Gazi University, a questionnaire developed by Camilleri (1997) was administered to 112 student teachers. Twenty volunteer student teachers were interviewed in groups to identify their further general attitudes towards learner autonomy. The overall study findings indicate that student teachers are positive towards the adoption of learner autonomy principles. Most student teachers, however, do not want their future students to take part in the decision making process concerning the time and place of the course and the textbooks to be followed. In light of the findings, teacher educators are recommended to encourage their student teachers to engage in out-of-class tasks; to involve them in decision-making on the learning/teaching processes and to employ portfolios and teacher logs for the development of practical knowledge and thinking operations.
Recommended Citation
Balçıkanlı, C. (2010). Learner Autonomy In Language Learning: Student Teachers’ Beliefs. Australian Journal of Teacher Education, 35(1). https://doi.org/10.14221/ajte.2010v35n1.8