Professional autonomy of french higher education language teachers: at the crossroads of social sciences and humanities
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The French university system is said to give quite a lot of autonomy to teachers as opposed to secondary education. The LRU law (2007), which modified the status of French universities and made them autonomous, may impact teachers’ professional autonomy on the long-term. This led us to conduct a pilot study and then a national survey to know more about this topic. In this paper, we would like to focus on the qualitative aspect of this survey. Through this national survey, we asked higher education language teachers to define what professional autonomy meant for them and to what extent it could influence their teaching. This allowed us to pinpoint some features about team work, teachers/students relations and teachers’ assessment. We will thus focus on what teachers’ professional autonomy is, what can reduce it and what can enhance it at the crossroads of Social Sciences and Humanities.
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