Action research as a tool for teacher autonomy

Abstract

This paper focuses on the pertinence of Action Research as a practical tool in the enhancement of language teachers' autonomy. We report on the results achieved after a year of collaborative action research undertaken by teachers enrolled in a Teacher Education Continuing Program and point out the steps taken throughout this initiative. We conclude by reflecting about the insights gained through this experience and additionally point out adaptations and new directions that might be pursued in the search for teachers' autonomy along their careers.