Open AccessPRE-SERVICE TEACHERS’ PERCEPTION OF LEARNER AUTONOMY
Author(s) -
Muhammad Iqbal Ripo Putra,
Citra Iswara
Publication year - 2019
Publication title -
scope
Language(s) - English
Resource type - Journals
eISSN - 2541-0334
pISSN - 2541-0326
DOI - 10.30998/scope.v3i2.3064
Subject(s) - autonomy , perception , psychology , learner autonomy , service (business) , mathematics education , pedagogy , political science , business , marketing , neuroscience , law , language education , comprehension approach
Pre-service teachers’ limited understanding toward learner autonomy affects how they develop their own and their students’ autonomy. Therefore, this study aimed to reveal: (1) the pre-service teachers’ perception on the role of the teachers and students in learner autonomy; (2) the pre-service teachers’ activity on their own learner autonomy as a learner in teacher training school. 25 respondents were surveyed to acquire their perception. It was found that the pre-service teachers assumed that the teachers should hold the dominant role and be responsible to the learning results. Not only to that, the pre-service teachers still focused on exam-oriented activity; learning only from material given by the teacher in order to pass the exam. Due to that perception, their autonomous learning did not properly develop, as they prefer teacher-centered method. To deal with these findings, the pre-service teachers should not orientate on passing the exam, but rather on the progress as learning is a process not only the result. Keywords: Learner Autonomy, Pre-Service Teachers, Perception