Teacher Trainees’ Autonomy in an English Language Teaching Methodology Course of the Credit-Based Training System

Abstract

The aim of this study is investigating teacher trainees’ autonomy during the Eng- lish Language Teaching Methodology Course (I). Participants included ninety students from two classes in the first semester of the academic year 2012-2013. The data were collected by different methods such as observation, the midterm test and questionnaire. The analysis of the survey data shows that in spite of high awareness of autonomy in developing their professional competence, 90% of them did not spend enough time on self-study as required in the credit-based training system. Also, they did not highly self-assess their independence and study habits. The interpretation of the data from the instructor’s observation and the midterm test also reveals that these students satis- fied only 50% of the aims set for autonomous learning tasks: (1) required reading and (2) lesson plan preparing for micro teaching. As a result, it is recommended that there should be some measurements to support the lecturer to manage students’ studying time and evaluate their autonomous learning activities after class