FOREIGN LANGUAGE TEACHER AUTONOMY: DEFINITION ISSUES AND PROBLEMS

• Ірина Вєтрова

  РДГУ

• Олена Вєрьовкіна

  Rivne State Humanities University

Abstract. The article is devoted to the problematic issues of “teacher autonomy” definition in the field of foreign language education. The study of the problem is current due to increased need for autonomy as the prominent educational goal in discussions of language education and because of a pressing practical concern. The author highlights the different views of foreign researchers on the term that is defined from various perspectives. In the study the previous literature is reviewed following a chronological order. The article presents the evolution of teacher autonomy meanings started in relation to learner autonomy, being considered as closely interconnected phenomena. The paper focuses on the teacher autonomy concept referring to the attributes included in the definition. The author attempts to consider the interpretation of the term in accordance with the phases of foreign language teacher formation (both pre-service and in-service). In the study the certain difficulties that prevent the future teacher of foreign language in Ukraine to develop autonomy during the professional training are announced. It is emphasized the importance of the autonomy development during the pedagogical training of the future teacher at university level. The author confirms the necessity to create appropriate conditions and update the methodology program. Example is provided of the joint project of the British Council and the Ministry of Education of Ukraine. It aims to reform the system of pre-service foreign language teacher training in the country by shifting the focus of pedagogical courses to practiceoriented experience. One of the topics for the first year is focused on learner autonomy development and it contributed to preparing future teachers to engage in pedagogy for autonomy with students.

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