The Autonomous and Heteronomous Roles of Teachers in the Development of Initial Reading Literacy: Challenges and approaches
DOI:
https://doi.org/10.14712/23362189.2025.4891Keywords:
autonomous teacher, heteronomous teacher, initial reading literacy, pedagogical strategies, student motivation, critical thinking, reading instructionAbstract
This text focuses on comparing autonomous and heteronomous pedagogical approaches in the development of initial reading literacy. The autonomous approach emphasizes student independence, active engagement, and the development of critical thinking. In contrast, the heteronomous approach uses a tightly structured teaching framework and teacher guidance. The report analyzes how these approaches influence student motivation, their ability to understand text, and acquire reading strategies. Based on the analysis of available research and theoretical foundations, recommendations for educational practice are formulated. The report suggests a combination of both approaches as an effective strategy for developing reading skills, taking into account the individual needs of students in heterogeneous classrooms.
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