Autonomy-Supportive and Controlling Teaching in the Classroom: A Video-Based Case Study

Education Sciences

Anu Kajamies¹  Jingwen Jiang¹  Simone Volet¹  Anne-Elina Salo¹  Marja Vauras¹ 

[1] Department of Teacher Education, University of Turku, Assistentinkatu 5, 20014 Turku, Finland;

关键词: autonomy support;    controlling teaching;    error tolerance;    creativity;   

DOI  :  10.3390/educsci9030229

来源: DOAJ

【 摘 要 】

This study explored teachers’ autonomy-supportive and controlling behaviors through video-taped observation in the classroom. Four lessons by two teachers from a secondary school in Finland were videotaped and analyzed using a rigorous coding protocol. It was found that teachers employed both autonomy-supportive and controlling teaching during the same lesson, and even combined them in the same instructional sequence. This finding suggests the complexity of the use of autonomy support and control in the classroom, as well as their context-dependent aspects. The novel finding from this study was that teachers showed error tolerance and creativity to support students’ autonomy. Showing error tolerance and teaching creatively have not been investigated from the perspective of autonomy support in previous research. Furthermore, this study suggested that indirect control and its negative effects on students’ learning and well-being should arouse more concern in future research. Implications for teaching practice concerning supporting students’ autonomy have been provided.

【 授权许可】

Unknown