Investigating the Association Between University Teachers’ Professional Autonomy and Their Innovation Performance

  • Oksana A. Gavrilyuk Professor V.F. Voino-Yasenetsky Krasnoyarsk State Medical University, Russia
  • Elena G. Tareva Moscow City University, Russian Federation
  • Anastasiya V. Lakhno University of North Georgia, USA
Keywords: teacher’s development, professional autonomy, creativity, innovation performance, autonomy-oriented approach, foreign language teaching

Abstract

The purpose of this paper is to investigate both - theoretical and practical aspects in association between foreign language teachers’ professional autonomy and their innovation performance under the current educational circumstances. The findings demonstrate that the development of innovative university teachers is possible in the framework of the autonomy-oriented approach that gets the teachers to be involved in intensive analysis and project activity, based on an analysis and a review of teachers’ personal learning and professional experience in a wide range of educational context.

Author Biographies

Oksana A. Gavrilyuk, Professor V.F. Voino-Yasenetsky Krasnoyarsk State Medical University, Russia

Department of Latin and Foreign Languages, Professor V.F. Voino-Yasenetsky Krasnoyarsk State Medical 
University, Russia

Elena G. Tareva, Moscow City University, Russian Federation

Department of French and Lingvodidactics, Institute of Foreign Languages of Moscow City University, Russian Federation

Anastasiya V. Lakhno, University of North Georgia, USA

Department of Modern and Classical Languages, College of Arts and Letters, University of North Georgia, USA

Published
2019-07-13
How to Cite
Gavrilyuk, O. A., Tareva, E. G., & Lakhno, A. V. (2019). Investigating the Association Between University Teachers’ Professional Autonomy and Their Innovation Performance. Pedagogika, 133(1), 128-148. https://doi.org/10.15823/p.2019.133.7
Section
Articles