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• W3126203472 abstract "<p style=text-align: justify;>Contemporary studies related to teacher autonomy mostly deal with research into how autonomy is perceived by teachers and which variables it is associated with. On the other hand, there are very few studies dealing with how teachers’ instructional autonomy over the curriculum is reflected in the education process. The aim of this study is to reveal in depth the practices carried out in the context of instructional autonomy by science teachers who have different levels of autonomy. The study is based on data gathered from eight teachers employed at different schools in the province of Izmir in Turkey. Interviews, observations and documents were used for collecting the data. The results reveal that while teachers with high instructional autonomy successfully apply contemporary teaching methods, alternative evaluation techniques, high-order thinking skills and effective classroom management, teachers with low instructional autonomy fall short in all of these areas.</p>" @default.
• W3126203472 created "2021-02-15" @default.
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• W3126203472 date "2021-02-15" @default.
• W3126203472 modified "2023-09-26" @default.
• W3126203472 title "An Examination of Instructional Autonomy Practices of Science Teachers" @default.
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• W3126203472 doi "https://doi.org/10.12973/ijem.7.1.79" @default.
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