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Autonomy has been central to foreign language education for many years. Research on autonomy has typically been concerned with language learners, however, literature has also discussed learning situations and language pedagogy. While learner-centred research results have brought significant changes to theories of learning and pedagogical practice, teacher autonomy still remains a relatively unexplored area. This lack of sound research results may be caused by little agreement on the teacher autonomy definition, among other factors. Holec´s widely accepted interpretation of learner autonomy (ability or capability to take charge or control of one´s own learning) has no equivalent in the area of the autonomy of teachers. They simply play too many different roles, appear in too many different situations and have too many different responsibilities. Depending on the perspective of a researcher, teacher autonomy may be viewed as the ability, capacity, willingness, personal responsibility, self-directed professional development, professional action or mere freedom to take control over the teaching process. This talk understands autonomy as “a state of mind, an attitude to life…It has to do with the belief in one’s potential, self-esteem, open-mindedness, self-respect and respect for others… At the same time it has to do with the development of the ability to act autonomously and the ability to learn…” (Sampedro, 2008, p.129), and addresses the question of the extent to which teachers need to be autonomous in order to provide conditions for the development of the autonomy of learners. Having the experience of a teacher, teacher trainer and language centre director, I will discuss teacher autonomy from three different perspectives. A teacher´s view will explore teacher-learner negotiations on learning itself. A teacher-trainer´s view will discuss teachers´ individual limitations that prevent them from promoting learner autonomy. And finally, a director´s view will add institutional perspective and analysis of the complexity of factors that can enhance or indeed restrain the autonomy teachers already enjoy. Sampedro, S. (2008): Fostering learner autonomy in a secondary school context, in M. Jiménez Raya, & T. Lamb (Eds), Pedagogy for autonomy in modern languages education: Theory, practice, and teacher education, Dublin, Authentik, pp.126-142. Sampedro, S. (2008): Fostering learner autonomy in a secondary school context, in M. Jiménez Raya, & T. Lamb (Eds), Pedagogy for autonomy in modern languages education: Theory, practice, and teacher education, Dublin, Authentik, pp.126-142.
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