Teachers’ thought processes are critical in the adoption of any new teaching practices, including those emphasizing students’ autonomous motivation. Teachers’ experiences may be particularly important in classes for struggling readers, as these educators must not only support students’ development of autonomous learning skills but also deliver significant academic supports. This study uses sensemaking theory to investigate teachers’ efforts to create order for themselves in a novel student-directed online literacy platform. Qualitative analysis focused on weekly log data from 20 teachers. Results indicate that approaches fell along a continuum, including instances when teachers reject autonomy, embed the platform in familiar teacher-centered approaches, promote students’ future abilities to learn autonomously, or embrace autonomy. Some teachers demonstrate an inclination toward one extreme, but most blend approaches. Findings suggest opportunities to support teachers of struggling readers with data about potential benefits of autonomy versus structured teaching and their own predilections toward student autonomy.

中文翻译：

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为挣扎的读者使用面向自主的学习环境

教师的思维过程对于采用任何新的教学实践至关重要，包括那些强调学生自主动机的实践。对于有困难的读者来说，教师的经验可能特别重要，因为这些教育者不仅必须支持学生自主学习技能的发展，而且还必须提供重要的学术支持。本研究使用意义建构理论来调查教师在一个以学生为导向的新型在线扫盲平台中为自己创造秩序的努力。定性分析侧重于 20 位教师的每周日志数据。结果表明，这些方法具有连续性，包括教师拒绝自主、将平台嵌入熟悉的以教师为中心的方法、促进学生未来自主学习的能力或接受自主的情况。一些教师表现出倾向于一种极端，但大多数混合方法。调查结果表明，有机会通过有关自主性与结构化教学的潜在好处以及他们对学生自主性的偏好的数据来支持陷入困境的读者的教师。