Thinking together? Teacher autonomy, collaboration and professional development in Turkish lower secondary schools

This paper reports on a PhD research which investigates the concept of teacher autonomy in the context of Turkish lower secondary schools. The study uses the English language teaching profession as a focus. There are two primary aims of this study: to explore the extent to which teachers of English exercise autonomy in relation to teaching and assessment, professional development, school management and curriculum development; and to ascertain the factors influencing their exercise of autonomy in these areas. This paper discusses the professional development aspect of this study and, whilst drawing on the literature, argues that teacher autonomy can support meaningful professional development. The following four data collection methods were used: document analysis; classroom and school-wide observations; surveys, and interviews with teachers of English, head teachers, and educational administrators. The participants have reported a strong desire to exercise autonomy in relation to their own professional development. However, there are personal and structural influences; each reproducing the other.