Akademik Veri Yönetim Sistemi
IATEFL 2025 (International Association of Teachers of English as a Foreign Language), Edinburgh, İngiltere, 8 - 11 Nisan 2025, (Yayınlanmadı)
The evolving nature of learning, shaped by paradigm shifts in educational theories, has transformed the roles
of students and teachers significantly. Students are now active agents in their educational journeys, instead of
being passive recipients of knowledge. Concurrently, teachers have expanded their roles beyond instruction
to include guiding, counseling, facilitating, supporting, coaching, and so on. To remain effective, teachers
must continually update their knowledge and skills to align with evolving educational practices. The
accumulation of these roles and the imperative for ongoing self-improvement make teachers susceptible to
burnout, a prevalent concern among educators.
In our talk, we will outline two phases of a research study conducted for the Ph.D. dissertation of the first
speaker. Initially, we define professional autonomy and discuss the development of a quantitative tool to
measure the construct. Next, we detail findings from the second phase: (1) professional autonomy correlates
with teachers' reflective practices, promoting ongoing critical self-assessment, and (2) reflective, autonomous
teachers experience reduced burnout by effectively navigating challenging circumstances. The session will
conclude with a 10-minute Q&A session. In today's globalized and technologically advanced educational
context, fostering teachers' professional autonomy and encouraging reflective practice are crucial to
effectively manage challenges, enhance professional growth, and alleviate burnout. Participants will acquire
insights into the concept of professional autonomy, enhance their understanding of reflective practice, and
gain practical strategies pertaining to both areas. Equipped with these strategies, participants can leave the talk
with a heightened awareness of how to lessen potential burnout symptoms. (245 words)