Iranian Teachers Views on Learner Autonomy

摘要

The aim of this paper is to investigate Iranian university teachers' attitudes towards learner autonomy. The research was set off with the hypothesis that teachers thought class experience as more suitable than other teaching and learning areas for the implementation of learner autonomy. It would show and specify what sort of explanation teachers present to clarify their attitudes. To reach that aim, the researcher distributed the questionnaire which was developed by George Camilleri et al. (1997) to respondents who were university teachers in Iran during 2000-2001. The questionnaire covered those areas of the "classroom experience"where interventions by the teacher or learner may have a deciding factor on the result. It presented respondents the prospect to state five degrees of agreement or disagreement with the topic of each question, namely Not at all, Little, Partly, Much and Very Much. The result was tabulated quantitatively. I find this desire of teachers to negotiate with learners on many issues is very encouraging. Thus, the research data indicate a supporting statement by Iranian university teachers in favour of promoting learner autonomy in universities. Moreover, it shows the willingness of the teacher to cooperate with the learner in decisions that influence the way of his learning and the content of that learning. Even though there are areas resistance against learner autonomy is still strong, this may be partly certified to constraints inherent in the university system which makes it hard for changes to occur. It is certain that support for learner autonomy will increase in which the teacher and the leaner are partners.