Navigating teacher autonomy: a collaborative action research approach to EFL textbook evaluation

Abstract

This thesis aims to aid the researcher’s school in the selection of an English textbook. The introduction details the pedagogical challenges of decentralized material selection and the specific need for developmentally appropriate resources at the researcher’s school. The literature review analyzes textbook evaluation methodologies and the socio-political context of Estonian teacher autonomy. Utilizing Collaborative Action Research, the methodology describes using two focus group interviews and thematic analysis to compare the On Point A2 Elementary (2020) and High Note 2 (2020) textbooks. The conclusion provides evidence-based recommendations to ensure professional, informed curricular decision-making. Keywords: Textbook evaluation, Collaborative Action Research, Teacher autonomy