Pre-service English teachers' perspectives around autonomous learning practices

Abstract

This study addresses a critical gap in English language teaching education by analyzing the perspectives, experiences, and practices of pre-service English teachers in managing autonomous learning within the university context. Conducted at Francisco José de Caldas Distrital University in Bogota, Colombia, the research employs a qualitative hermeneutic phenomenological approach. Through a semi-structured interview, an online survey, and a document review, the study explores pre-service teachers' perspectives and challenges related to autonomous learning. By focusing on participants above their fourth semester who are in the process or have completed already practicum studies, the research aims to understand how autonomous learning spaces are navigated in a teacher education program. The findings are anticipated to shed light on the effectiveness of teacher education curriculum in fostering autonomous learning. This study contributes valuable insights to the limited literature on pre-service English teachers and autonomous learning, addressing the important need for a detailed understanding of their experiences.