The importance or teacher autonomy to become autonomous teachers.

Juárez Pintor, Carolina; Sánchez Soto, Bianca Verónica

dc.contributor.author	Juárez Pintor, Carolina
dc.contributor.author	Sánchez Soto, Bianca Verónica
dc.date.accessioned	2024-03-26T20:58:53Z
dc.date.available	2024-03-26T20:58:53Z
dc.date.issued	2013-09
dc.identifier.govdoc	LELI .10280 2013
dc.identifier.other	AT17744
dc.identifier.uri	http://dgsa.uaeh.edu.mx:8080/bibliotecadigital/handle/231104/4689
dc.description	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.
dc.language.iso	en	es_ES
dc.subject	Study	es_ES
dc.subject	Satisfaction	es_ES
dc.subject	Research	es_ES
dc.subject	Limitations	es_ES
dc.subject	Learned
dc.title	The importance or teacher autonomy to become autonomous teachers.	es_ES
dc.title.alternative	Enseñanza de la Lengua Inglesa
dc.type	Tesis	es_ES