Teacher Autonomy: A Multifaceted Approach for the New Millennium ...

Because of this stratification, according to Anyon, there are clear “consequences of classroom practice” (p. 90) that we must recognize. It is our responsibility to recognize that teachers have autonomy over classroom talk and action and that this control can lead to inequity if assumptions are made about the use of or importance of language and action to students in the classroom (Philips, 1985).

Advantageous Autonomy

The evidence of the potential negative consequences of teacher autonomy can be countered with equally strong arguments advocating the advantageous power of teacher autonomy. In the current climate of public education, there is an assumption that mandates will force teachers to maintain high standards for all students, thereby ensuring equity for all. Zajano and Mitchell (2001) offered some interesting insight into the perceived problem that schools cannot offer both teacher autonomy and classroom equity. They contended that true autonomy came when teachers made academic decisions based on professional preparation both in content and in understanding the cultural contexts of students.

Duffy and Hoffman (1999) wrote about their concern that policy affected teacher autonomy, specifically focusing on how laws have begun to dictate instructional methodology. This has rendered teaching a very prescriptive and technical process. Arguing that a one-size-fits-all approach to education prevents teachers from using methodologies that they know help children, Duffy and Hoffman argued that the professional nature of teaching is in jeopardy.