Resumen:
Nowadays, at educational environments, students are asked to become autonomous learners. However, some students need guidance to get started. That sort of guidance might come from teachers.
This is a qualitative study which aims to know if LELI teachers at the Universidad Autónoma del Estado de Hidalgo are to promote learner autonomy, if they are autonomous themselves and how this is accounted for. Eleven teachers were interviewed and fifty four students, nine per each, answered a questionnaire. The results reveal that teachers partially know what teacher autonomy embraces, but they try to foster it as much as they can. This research also tries to raise awareness on the advantages of becoming an autonomous teacher as well as some resources that can be used to do so.
