Disertasi

Indonesian efl teachers’ autonomy for learners’ autonomy: a bioecological perspective / Khusnul Khotimah

Abstrak
Studies on teacher autonomy (TA) has gained burgeoning interest among nested researchers in EFL scholarly discourse. Responding to the national and international empirical void this dissertation aims to understand Indonesian EFL teachers rsquo TA and support for LA (learner autonomy) construction within their life episodes. In more detail this study focused on exploring the dynamics of their autonomous selves development serving as EFL teachers the initiatives they make to develop themselves and the development of their support for LA. Additionally this study attempted to chronicle how four bioecological dimensions of process people (persons) context and time shape and reshape the construction of their TA and support for LA. This narrative inquiry study recruited 4 EFL teacher participants (Ruby Dzaka Aufa and Datu) from four different institutions in Indonesia (university and high school) following the ethical protocols. The recruitment was through purposive sampling strategy with two methods direct recruitment and participant referral snowballing. During the data collection these teacher participants were requested to express their narratives in art-based works (literary or visual) and invited to life history interviews and informal conversations. This study employed narrative as a methodological tool to examine the stories rsquo content (narrative inquiry) including what the participants rsquo personal perspectives and experiences rather than to use narrative as an approach to analyze the stories rsquo structure or organization. In this manner narrative analysis and critical thematic analysis were used sequentially. The narrative analysis aimed to preserve the integrity of each participant rsquo s case by combining data points to form a chronologically overarching storyline with a meaning that bears some relevance on research questions. Whereas the critical thematic analysis was intended to aid the identification of prospective themes that could be revealed through the narrative s plot and to analyze their relationships for any patterns or commonalities for data interpretation. The data analysis revealed two emerging themes 1) the gradual and ongoing development of TA with varied trajectories and a general trend and 2) the dynamic and tense interactions and the evolving role of bioecological factors in (re)shaping of TA and support for LA. The first theme indicates the progression of the teacher participants rsquo selves professional investment and support for LA that evolved into greater professional autonomy. Their selves developed from time to time orienting towards more autonomous selves with developed personal expressions of power and control such as towards better self-direction determination resilience curiosity adaptability and reflection. Further they reflected a significant development of professional investment indicating gradual shift in focus priority and learning approach. In general their professional investment gradually progressed seeking for more self-directed relevant personalized inquiry amp practice-based deep and collaborative professional initiatives. Likewise their teaching praxis was gradually developed to be more autonomy supportive and meaningful indicating the development of professional action in advocating their students rsquo LA. Additionally the findings identify the ongoing nature of developmental process conceptualized in cyclical process illustrating how the EFL teacher participants rsquo autonomous identity evolved through interconnected phases across professional trajectories. The construction of TA and support for LA was not a one-time event but rather an ongoing and reflective process. In so doing the teacher participants rsquo continuously revisited and reinterpreted earlier current and envisioned roles and experiences to constantly renew refine enhance and deepen their professional commitment and the quality of their professional engagement. However despite the gradual and ongoing nature of development the progression of their TA and support for LA was far from linear or stable with distinctive variations in the rates of development. The process was marked by significant personal and social challenges that unremittingly tested their perseverance and resilience in negotiating and (re)shaping their autonomy. The second theme suggests a tension-laden process of TA and support for LA construction within and across bioecological dimensions (person process context and time) and the evolving role of those bioecological dimensions in the (re)shaping of the EFL teacher participants rsquo TA and support for LA. The narratives indicate the dynamic and tense interactions between encouraging and hindering bieoecological aspects in the developmental process and the transformation of these hindrances into encouragements that reinforced the developmental process. Although the hindrances temporarily affected their emotion motivation and development the influences of these impeding aspects were observed to be transient across micro- and mesotime and did not persist for lasting consequences (macrotime). On this point the analysis unpacked three interrelated teachers rsquo forces and resources that mediated this transformation (1) developing understanding awareness perceptions belief and skills (2) ongoing critical and constructive reflective inquiry and (3) developing personal expressions of power and control. This study yields theoretical empirical methodological and praxiological contributions beneficial for the development of EFL teachers rsquo education and EFL teaching-learning in particular and wider education in general. Respectively some key suggestions for EFL teachers teacher professional development curriculum developers institutional leaders and nested researchers are extended for better future professional practices.

Informasi Detail

DDC

Rd 420.71 KHO i

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2025.

Deskripsi Fisik

xxiii, 243 lembar. : ilus. ; 30 cm.

Bahasa

No Reg

00212/RD/25

Edisi

Disertasi(Pascasarjana)--Universitas Negeri Malang. 2025

Subjek

1. BAHASA INGGRIS - MODEL PEMBELAJARAN (OTONOMI)
2. ENGLISH - LEARNING MODEL (AUTONOMY)

Pembimbing

1. Prof. Dr. Yazid Basthomi, S.pd, M.a.; 2. Evi Eliyanah, S.s., M.a., Ph.d

Lampiran Berkas