The importance or teacher autonomy to become autonomous teachers.

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Campo DC	Valor	Lengua/Idioma
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
Aparece en las colecciones:	Tesis de Licenciatura

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