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This chapter presents the major findings in the survey from differentperspectives which include selecting teaching materials, adopting teaching methods,assessments and teachers’ understanding in teacher autonomy. Besides, limitations ofthe present study and suggestions for further research are also proposed.

5.1 Major findings of the study研究的主要成果

Teachers show different levels of autonomy, their beliefs of being autonomousteachers might correlate with the degree to which they value autonomy and carry outautonomous teaching. Generally, the elements concerning teacher autonomy includesselecting teaching materials, adopting teaching methods and assessments. And theconcept of teacher autonomy can be grounded in a natural tendency for teachers totake control over their teaching. According to each teaching situation, autonomy isavailable to all teachers in different ways and different degrees.First of all, in setting language teaching requirements and goals, a lot offactors should be taken into consideration; the teachers surveyed show someautonomy in deciding teaching plans and having clear teaching goals, but they need tofurther grasp and internalize the teaching syllabus and promote the competence inadjusting the teaching syllabus. As for teachers’ willingness and competence inexploring and integrating other materials besides the textbooks is averagely high, thatis to say, teachers are no longer restricted to traditional teaching materials, many ofthem prefer to select other useful and authentic materials from newspaper and theinternet, of which the forms are also varied. Besides, it is also found that the teacherssurveyed perform very low autonomy in assessing teaching both of their own and ofother teachers.However, the form of teachers’ assessments is satisfactory to some extent, butgenerally, teachers usually have little say in assessing their teaching by themselves,because the results of assessments from the students always account for too much,thus teachers should be more autonomous in evaluating peer teachers and their ownteaching.The results of the study also show that teachers’ understanding in teacherautonomy can mainly attributed into three parts, firstly, autonomy is an extension ofteachers’ self-consciousness, after accumulations, it will turn into autonomy, thus,autonomous teachers should possess the awareness of being autonomous. Secondly,based on this consciousness, teachers should possess the ability to choose what theyneed during teaching and doing research; this is also how autonomy is viewed. Lastly,autonomy of teachers is what the teachers have in their hands, the rights to achieveeffective classroom teaching and promote their professional development.Different from other studies, the present paper intends to take the academicautonomy into consideration. As far as the author is concerned, teachers’ autonomycan also be reflected in the aspect of being a researcher. To be an autonomous teacher,being autonomous in academic research is also a crucial factor in developinginnovation. Similar to other elements that influence teacher autonomy, academicautonomy plays a pivotal part in achieving teacher professional development. In thepresent study, teachers show high levels of autonomy in academic researches, nomatter in their beliefs, awareness or their actual behaviors, but some of the teacherscould not本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。