Investigating the nature and development of teacher-learner autonomy and the presence of creativity amongst student teachers during their practicum in different educational settings in central Mexico

Abstract

Teacher autonomy (TA) is a complex term to research given its multidimensional nature. In this study, TA is examined from two perspectives or dimensions: “situationally, as the freedom granted to teachers to exercise their discretion in teaching, and attributionally, as teachers’ internal capacity to exercise this freedom productively” (Benson 2017:20). This study firstly, analyses the nature and development of teacher-learner autonomy (TLA) during the practicum component of a second language teacher education (SLTE) programme in Mexico. The TLA definition provided by Smith and Erdogan (2008) was considered as a reference point for observing the participants’ capacities, knowledge, and attitudes for themselves and with others in the educational setting in which they were teaching. The data in this study provided useful insight regarding the nature of the 13 student teachers who perceive themselves as autonomous teachers. Their teaching development was observed through the semester through their reflections and actions, identified in their capacity for adaptation, improvisation, creative use of technologies, agency, empathy, willingness, and motivation. Secondly, and given the diverse and often challenging circumstances in each educational setting for the practicum, creativity emerged in the findings as a key capacity or attribute related to autonomy. Jimenez Raya and Vieira (2015) identify TA through the way teachers manage their teaching and solve constraints. Many of the study participants applied creativity to solve constraints in the classroom and in their lessons, situating their teaching, which was planned based on their learners. This creative attitude resulted in empowerment for both teachers and learners Finally, the interdependence with external factors such as mentors, learners, and the setting was the second dimension identified in this study. Diverse circumstances such as large groups, lack of good conditions for teaching, absence of mentoring in the classroom, and the mandatory application of ‘controllers’ (McGrath, 2000) such as textbooks and standardised exams, were aspects that challenged participants to be autonomous in many settings. Creativity was a solution under challenging circumstances and an opportunity in supportive settings. The findings show that creative teaching combined with teacher agency could result in observable expressions of teacher autonomy. Initial teacher education should consider supporting pedagogies that include opportunities to develop autonomy and creativity. Furthermore, constant observation and reflection can stimulate and motivate future teachers to develop autonomous and a creative teaching practice.

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