EFL PRE-SERVICE TEACHERS’ PERCEPTIONS OF TEACHER AUTONOMY DURING FIELD TEACHING PRACTICE

Muh. Afrizal. SID. 18010106002, M (2022) EFL PRE-SERVICE TEACHERS’ PERCEPTIONS OF TEACHER AUTONOMY DURING FIELD TEACHING PRACTICE. Other thesis, IAIN Kendari.

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Abstract

ABSTRACT
Muh. Afrizal. SID. 18010106002. EFL Pre-service Teachers Perceptions of
Teacher Autonomy during Field Teaching Practice. Supervised by: Isna Humaera,
S. Ag., S.Pd., M.Pd and Nur Hasanah Safei, M.Pd.
This study aims to identify EFL pre-service teachers' perceptions of teacher
autonomy during field teaching practice. Data were collected by using reflections
of ten pre-service teachers in the English Education Department. This qualitative
study focuses on the perception of pre-service teachers based on the concept of
teacher autonomy, i.e., teacher professional development, freedom from control
over their teaching, and a capacity for self-directed teaching. The data were
analyzed qualitatively through a thematic analysis method, and most Pre-service
Teachers tended to perceive applying teacher autonomy positively. This study
revealed themes such as the public sphere, pedagogical creative teaching process,
organizational dynamic, content curriculum knowledge, students' reflections, and
promoting learner autonomy. This study implies to teacher educators and
institutions that the long-term development of pre-service teachers is crucial to the
program's long-term success and is equal to help pre-service teachers gain a good
understanding of teacher autonomy and sustain motivation and efforts to exercise
autonomy.
Keywords: field teaching practice, pre-service teachers, teacher autonomy;
qualitative study

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