Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings

This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment.

effectively address the limitations in teaching and learning; they should also be willing to face institutional barriers in socially appropriate ways, to turn restrictions into opportunities for change. In this sense, Dam (1995) conceives that autonomy in teachers is developed through observation, reflection, consideration, understanding, experience, evaluation of alternatives (p. 89).

Literature review
The last three decades have seen an increasing interest in the promotion of autonomy in the field of education in the teaching of English as a foreign language. Since the 1970s autonomy was named as self-learning, this had played an important role in learning languages in both formal and non-formal educational contexts. Authors such as Dickinson (1987) and Holec (1981) conceive that autonomy is the ability of students to take charge of their own learning. The previous concept is crucial in the development of this research since participants must be aware of the importance of their role in their own learning. Niño (2013) meanwhile understands that autonomy today focuses on promoting the development of behaviors within the school in the formal and informal educational context (p. 70).
From the above approaches it is established that the idea is to make participants ready to face the challenges of modern life and to awaken an interest to continue learning beyond formal education. The following definitions represent these last views of autonomy. For the development of our research the definition of an autonomous person responds to someone who has a capacity to make and carry out choices that govern their actions. This capacity depends on two main components: ability and will which incorporate the ideas of choice, capacity for change and unity as important elements in the composition of autonomous behaviors. In the same sense, we understand that the main components of autonomy are the responsibility of analyzing possibilities, making decisions to make changes in the life and activities of a person, involving both independent and collaborative actions. Several authors such as Ballé n (2013), Benson and Voller (2014), Damio (2013), Le (2013), Micallef (2016), Nguyen (2014), and Niño (2013) conceive that the composition of autonomy depends on responsibility, knowledge of one's own needs, motivation, critical reflection, self-evaluation and a certain level of freedom are necessary elements in autonomy.
Taking into account the previous approaches we can say that Autonomy is not a concept that covers everything in the human being; it can be developed and it can be present in some aspects of a person's life and be absent from others. Individuals can be autonomous in different degrees, and age and maturity seem to have an influence on it. In learning English as a foreign language, the level of linguistic competence seems to be related to the presence and degree of attainable autonomy; besides the use of learning strategies that are effective for an individual. Likewise, Autonomy does not mean that teachers completely transfer all control and decisions for students. Students need teacher collaboration to gain some levels of autonomy. In this sense, the student's autonomy is related to the teacher's autonomy. The vision of autonomy referred to in this research is definitely identified with more critical contemporary concepts such as Benson and Voller (2014), Damio (2013), Feldfeber (2009, and Micallef (2016) (2000) refer to as the "political" in which they are perceived autonomously as the control over the processes and content of learning. Supported by the framework discussed above, Damio (2013) attempted to determine the characteristics of autonomous students and contribute to the achievement of autonomy in the English classroom. This investigation evaluated the present conditions in the atmosphere of the classroom identifying and analyzing the behavior and the interaction in the classroom related to the students, the teacher and the materials. Educated and applied to make students aware of their learning. Some strategies were the creative art of the decision-making process and consider them as an action process. The main conclusion of the research on student autonomy is that teachers can help by implementing the proposed strategies, being aware of their roles in the teaching-learning process and allowing students to negotiate in class.
Based on the above perspectives, it is worth mentioning Pulido (2001) who addresses the problems of student autonomy and cooperative learning in a junior internship experience in which a group of Australian junior Japanese students participated. The research question of the study was oriented towards an exploration of ways to increase the amount and variety of meta-language interaction among students. Pulido frames his study with the discussion of two approaches to increase interactive opportunities among students and proposes a third approach conceived as a hybrid of the two previously described. For the procedure of data collection, various instruments were used, such as consultation meetings, weekly diaries, final reports, attendance records, direct observation and surveys.
The evaluation of the project was very positive, highlighting key issues such as language growth, a deep understanding of teaching and learning. The conclusions of the study show that the increased interaction opportunities and the growth of motivation are reflected in the dynamic of cooperative and our research teachers assume their role also as autonomous learners, we will take into account the following: autonomous learners reflect on their styles and learning strategies, a principle that is directly related to the first part of our research project. Autonomous students assume an active role when facing learning tasks; They are also eager to take risks and face challenges in their process. Self-employed students pay equal attention to form and content. In addition, autonomous students are willing to generate, test and revise hypotheses and rules about the language that must be internalized, showing a tolerant and open-minded attitude in their learning experiences. Inquiring more deeply into the characteristics of autonomous students, we found the ideas of Breen and Mann (1997) useful, in their article, they analyze the way in which learning autonomy can foster an attitude committed to learning.
These authors emphasize the commitment, the voluntary conviction, the self-interest, the disposition and the reflexive thought as key elements in the autonomous learners. They conclude their discussion by pointing out the need to conceive autonomy in learning as an area that deserves more attention.
Finally, they suggest taking into account the objectives, induction periods, seminars, learning contracts, commitment to learning and quality procedures to focus attention. Finch (2011) developed a multiple site within a similar framework, the case study in two universities in the English language teaching programs. This investigation was the result of a general project; whose objective was to improve the quality of service language teaching programs. His project is closely related to our research project, since the researchers developed it in a very familiar environment and with participants who shared similar characteristics. Finch (2011) recognized the fact that teachers tend to reproduce the teaching model to which they have been exposed (p. 82). Therefore, it is of vital importance that trainers become aware of how their practices will influence those used by future professionals. His research study was carried out with fifth semester students and their university professors.
The researcher used structured interviews of direct course and study analysis of declarations and policy programs. The objectives of his project were to explore to what extent autonomous learning had been promoted and developed in undergraduate programs through the exploration of practices and conceptualizations of apprentices and teachers. Another objective was to observe if practices in autonomy affected their cultural contexts. The conceptualization of teachers' autonomy varies according to the increase in mismatch between teachers and student researchers. The expectations of the conflict were detected. Students who had difficulty developing their autonomy wanted the teacher to be a know-it-all. Similarly, students came into conflict with traditional teachers and blamed them for collaborative works' setbacks and for not participating in the research. The work of the teaching team was necessary to expand the concepts of autonomy of teachers and students and to make decisions that lead to interpersonal beliefs and shorten the gap. It is important to mention, in addition to the recommendations of the research, the need for teachers to participate in a process of raising awareness when reflecting on success. In the same way, their exploration and the reasons for developing the low level of students in the language should be encouraged so that they reflect in their own learning the knowledge necessary to be active participants in their process. Autonomous learning is a long process that needs time to develop and means being facilitated and fostered in the EFL classrooms. The study concludes that both teachers and students have the responsibility to work together to achieve a better environment and the best conditions for learning processes to be more meaningful and lasting. The exploration in this section sheds light on many issues related to the main aspect to consider in the study of autonomy in language learning.

Type of Study
The type of study of this research responds to the non-experimental longitudinal cut, in the process of collecting descriptive data will be realized the categorization and responses to the problem raised under a qualitative paradigm. In this sense, this research follows the qualitative paradigm as described by Merriam (1998), who affirms that the qualitative methodology has as its main component the reality that is constructed through social interactions and the ways in which they are interpreted and understood (p. 73). Merriam makes sure that this type of research is characterized by: First of all, the researcher is interested in understanding the meaning that people have built to get closer to the experiences in their lives and how those experiences can help them build new knowledge. Secondly, the researcher is the main instrument for the analysis of the data collection, since he/she is responsible for the investigation and for the whole process. Third, qualitative research involves field work that means direct contact with the problem posed and the population that is essential to observe and analyze their behaviors and interpret social processes. Fourth, qualitative studies use inductive research strategies that explain and evaluate the data. Finally, the final product of the study is very descriptive. We decided to use this paradigm in our study, because we are aware of the need to innovate in our educational environment, investigating in various ways, paying attention to the interactions of our students and teachers in English classes. In addition, this paradigm can satisfy the general characteristics that are needed to understand and understand our way of interpreting and analyzing the different meanings involved in the study.

Research Design
Our innovation project was qualitative because the qualitative research paradigm has given way to a more interpretive approach. The qualitative research method is thought useful to help us understand the social and cultural contexts of the subjects participating in this study within which they live and the different interpretations and perceptions of them about autonomy and its components in their teaching and learning. Accordingly, Merriam (1998)  different possibilities that will focus on people and their context. In addition, qualitative research meets some general characteristics, necessary to understand and sensitize us to the interpretation and analysis of the different meanings constructed.

Research Focus
The qualitative deductive method of case study was selected taking into account that it complements qualitative research, mainly in the aspect of understanding the real context. We describe and interpret a particular phenomenon on beliefs of autonomy in three teachers in different public schools in Bogotá , Colombia. Sanders (1991) quoted by Merriam (1998) says that case studies help us to understand processes of events, projects and programs and to discover characteristics of the context that will shed light on an issue or topic (p. 73). In addition, according to the reading, we identified that our case study had two additional characteristics or components. These characteristics were descriptive and interpretative, due to their content and results, loaded with an exhaustive description. Similarly, Merriam (1998) defines these two characteristics of the case study as follows: descriptive as a rich qualitative description of a phenomenon that is studied obtained from a variety of sources, and interpretative that uses this complete description to develop the concept through categories to support different assumptions with the theory (p. 28). Next, we will continue with the explanation of the instruments and procedures used for the data collection with a description of the test stage. The piloting of each instrument was done a month in advance to be able to make necessary modifications in the improvement of the same, these instruments gave us valuable information that shed light on what kind of data was relevant to help us solve the questions of this investigation.

Instruments
Reflective Teachers' Journal: We decided to make use of this instrument aimed at teachers with the purpose of collecting information because it was an appropriate way to analyze the different points of view and thoughts of each participant, individually. The instrument was written weekly following a specific format. It was collected monthly to do the respective analysis, as well as guided questions to expand the ideas of teachers regarding particular topics. In connection with this idea, Freeman (1998) mentions that teachers as researchers must decide the logistics of the journal, that is, how and where students write their comments, as well as the frequency and in general, the established parameters (p. 64). Brenneman and Louro (2008) argue that journals provide teachers with a critical view of how participants conceptualize anecdotal evidence. In our study, participants contributed with significant data by telling their personal experiences and anecdotes by connecting them with the themes of autonomy.
Semi-structured interviews: Three semi-structured interviews were carried out to expand the information gathered through the journals and the archived notes. This is the last step in our data collection and helped us to triangulate the information as well. Accordingly, Patton (1990) cited in Merriam (1998) asserts that the main purpose of an interview is to obtain a special type of information.
Researchers want to discover what is inside and outside the mind of another person (p. 36).

Context and Participants
We conducted this study in three different public Colombian schools in Bogota in two semesters which is an academic year. The institutions among several subjects, teach English as a Foreign Language to high school students (teenagers) enrolled in different levels from sixth to eleven grades.

Data Analysis.
When analyzing the data, we used the method of triangulation with the purpose of giving validation to the data and with the aim of having precision when drawing conclusions, Denzin and Lincoln (2000) propose several types of triangulation, including: methodological, data, researchers and theories. Each of them with a specific component and with frames of reference that seek to provide solutions to specific problems. After analyzing these triangulations, we decided to use methodological triangulation since it allows to throw patterns when studying a particular phenomenon from different perspectives. In turn, Seliger and Shohamy (1990) found that in the use of triangulation it is sought to find similar elements through various sources of data collection (p. 26). We also analyzed the data in light of theoretical bases of our study phenomenon which is Autonomy. For this reason, we compared the data thrown by the two instruments and in the process accounted for categories that respond to our research.  Journal.
Three semi structured interviews.

General objective
To identify the main features in teachers' perceptions related to Autonomy.

Specific objective
To identify the strategies that promoted autonomy in the three Teachers of English as a Foreign Language -TEFL-in different public schools in Bogota, Colombia.

Data Collection Process
We collected the data in an academic year, two semesters, in total we analyzed 34 reflective teachers' journals plus three semi structured interviews. We worked with a group of three teachers of English as a Foreign Language in different public school institutions in Bogota. The sessions were carried out for periods of once a week, during two hours, each of 50 minutes. We applied the three semi structure interviews in three different moments, in the beginning, in the middle and in the end of the year. When we made the transcripts in the word processor, we put a date and ordered all the data. Reflective teachers' journals were gathered each session, analyzed and organized immediately. Through this process we found out the following features that solved the questions in our study. Anyway, all of us agreed also with that we must study more in order to get more.

Macro category. Autonomy as the movement of the intellectual individual in the
From the previous lines in the data, we found in teachers' discourse that the maturity, complete congruence and unconditional openness to experience, being the latter the first characteristic of a full and functional person, the second refers to live in the present and the third a growing confidence in one's ability to make decisions. This activity not only includes the intellect, but the whole person. The teacher must focus on the prevailing search for truth, to produce knowledge, to do this, functional models must be applied to transform the paradigms of the teaching field, the teachers must create and modify attitudes that are in development and continuous change since throughout life educators learn continuously new ideas and behaviors. We analyzed that their attitudes were a response to experience and to the direct influence of relationship situations. In the following transcriptions the participants define what they feeling of the inferiority of their discipline in relation to others. From the above data we interpret that our participants believe that the duty of the educators falls upon the conviction of their professional role and its importance in educating the learner. In this sense the teacher is an element of direct and immediate contact with students, the tutor must be convinced of his responsibility as an agent that influences the mentalities of pupils.
Self-criticism to promote autonomy. In order to get autonomy, the teacher has to develop his spirit of self-criticism, this means to continuously criticize his own behavior. From week to week the educators, in this regard, a balance of their actions examining dispassionately all the conflicting situations so that teachers get an understanding on whether they acted right or wrong in those situations. From the previous lines we understand that through the self-criticism the autonomous learning has to be a constant practice to from which the Self-knowledge is exercised, the decision making and the problem solving. It is core to mention that, the data we obtained from the instruments and techniques that we use, allowed us to account for the complexity of the phenomenon of autonomy through teacherś perceptions and practices, but at the same time of the wide possibilities that exist in the field of autonomous learning for the development and improvement of the professional life in educators, skills and sub skills of the language that need to be reinforced or, where appropriate, addressed to the professionalism demanded by the modern society.

Discussion
Findings indicate that reflection on autonomy can be a guided process with beneficial impact for the academic community involved in the process. The three teachers in this qualitative descriptive case study accepted the guidance of a reflective mentor in applying reflection in the context of their daily work. The guided reflection in the study appeared to help these three teachers develop important EFL knowledge, skills and dispositions resulting in effective decision making and vision building. As a result of the teachers' reflective responses in the study, a powerful outcome from the research was that the teachers committed their time to reflection freely and willingly. This is actually the reason why at the end of the study, the teachers did not show signs of fatigue or boredom, but instead made a commitment to further engage with the autonomy reflective process. This highlights the fact that Autonomy works best when teachers dedicate their time to reflect on the 'self' and with others because they acknowledge its beneficial effects and not because it is something imposed on them. Autonomy entails an emancipatory potential which can empower an individual to further cultivate reflection with others in different contexts. Additionally, Autonomy can be a humbling process since it entails an acceptance to reconsider things and recognize that uncertainty and complexity in practice elicits humility, an understanding that all teachers and teacher educators agonize over the confusing nature of everyday practice (Kincheloe, 2004, p. 63). If those involved in Autonomy are willing to commit heart and mind and are supported in the process by understanding peers, then the journey to personal transformation can begin in the best possible light. In short, one has to be willing and humble in order to be transformed.

Conclusions
The present study described the perceptions that three Colombian English language teachers held related to Autonomy. Through the analysis of data, a macro category called Autonomy as the movement of the intellectual individual in the tangible professional world and three sub categories named the public eye, believe in Education, and self-criticism to promote autonomy emerged. The teachers' perceptions based on the analysis of data and the apparent effects of Autonomy reflective thinking indicate that the process heightened the teachers' awareness of "self" and practice. Autonomy also seemed to activate both the teachers' ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. As for practices, the findings rely on the professionalism in the individuals, in this sense, a self-promotion to gain autonomy led them to the success they wanted accomplished in their lives. It was visible that language was a medium that teachers used to create and exchange meaning in order to communicate their ideas and develop a criticality. More specifically in the study educators used their English language to communicate, share and exchange their experiences while creating new meanings that help build perspectives and reflections on Autonomy. Finally, we believe that research on Autonomy in teachers helps to encourage processes of understanding, representation and reasoning. All of these processes allow the intellectual development for the investigation of characteristics, the discovery, the apprehension and recreation of the knowledge about the reality, by means of the invention of multiple alternatives in the solution of problems or in the elaboration of new ideas to be taken into account in educational policies. Educators are among different actors responsible for facilitating the processes of adopting policies and actions that imply quality. So, it is core to understand their perceptions with the aim of boosting the activity of all members of the educational community.
The foregoing with the purpose of achieving higher levels and better quality of participation in the processes that are currently demanded both by society and by the quality policies that now permeate the entire field of teaching in Latin America.