Cited by

Cited by 29 other publications

ALI, DINCER
2019. LANGUAGE TEACHER AUTONOMY IN TURKISH EFL CONTEXT: RELATIONS WITH TEACHERS' AUTONOMY AND JOB SATISFACTION LEVELS. i-manager’s Journal on English Language Teaching 9:2  pp. 11 ff. DOI logo
Basri, Fatma
2020. Factors influencing learner autonomy and autonomy support in a faculty of education. Teaching in Higher Education  pp. 1 ff. DOI logo
Booth, Paul, Isabelle Guinmard & Elizabeth Lloyd
2017. The perceptions of a situated learning experience mediated by novice teachers’ autonomy. The EuroCALL Review 25:1  pp. 76 ff. DOI logo
Cirocki, Andrzej & Syafi’ul Anam
2021. ‘How much freedom do we have?’ The perceived autonomy of secondary school EFL teachers in Indonesia. Language Teaching Research  pp. 136216882110074 ff. DOI logo
Dikilitaş, Kenan
2020. Teacher Autonomy and Good Language Teachers. In Lessons from Good Language Teachers,  pp. 54 ff. DOI logo
Dikilitaş, Kenan & Simon E. Mumford
2019. Teacher autonomy development through reading teacher research: agency, motivation and identity. Innovation in Language Learning and Teaching 13:3  pp. 253 ff. DOI logo
Ding, Alex
2009. Tensions and struggles in fostering collaborative teacher autonomy online. Innovation in Language Learning and Teaching 3:1  pp. 65 ff. DOI logo
Erss, Maria
2018. ‘Complete freedom to choose within limits’ – teachers’ views of curricular autonomy, agency and control in Estonia, Finland and Germany. The Curriculum Journal 29:2  pp. 238 ff. DOI logo
Erss, Maria, Veronika Kalmus & Tero Henrik Autio
2016. ‘Walking a fine line’: teachers’ perception of curricular autonomy in Estonia, Finland and Germany. Journal of Curriculum Studies 48:5  pp. 589 ff. DOI logo
Fuchs, Carolin, Melinda Dooly & Mirjam Hauck
2021. Introduction. In Language Education in Digital Spaces: Perspectives on Autonomy and Interaction [Educational Linguistics, 52],  pp. 1 ff. DOI logo
Gallo, Elena
2016. “I Want to Be Happy as a Teacher”. How Emotions Impact Teacher Professional Development. In Positive Psychology Perspectives on Foreign Language Learning and Teaching [Second Language Learning and Teaching, ],  pp. 249 ff. DOI logo
Gao, Xuesong (Andy) & Po‐Yuk Ko
2009. ‘Learning Study’ for Primary School English Teachers: A Case Story from Hong Kong. Changing English 16:4  pp. 397 ff. DOI logo
Haapaniemi, Janni, Salla Venäläinen, Anne Malin & Päivi Palojoki
2021. Teacher autonomy and collaboration as part of integrative teaching – Reflections on the curriculum approach in Finland. Journal of Curriculum Studies 53:4  pp. 546 ff. DOI logo
Jackson, Daniel O.
2018. Teacher Autonomy. In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. DOI logo
Jackson, Daniel O. & Minyoung Cho
2018. Language teacher noticing: A socio-cognitive window on classroom realities. Language Teaching Research 22:1  pp. 29 ff. DOI logo
Kimura, Yuzo
2022. L2 Teacher Motivation/Autonomy as Complex Systems: Across the Boundaries of L2 Classrooms in East Asia. In Language Teacher Motivation, Autonomy and Development in East Asia [English Language Education, 25],  pp. 111 ff. DOI logo
Lamb, Terry
2015. Knowledge About Language and Learner Autonomy. In Language Awareness and Multilingualism,  pp. 1 ff. DOI logo
2016. Knowledge About Language and Learner Autonomy. In Language Awareness and Multilingualism,  pp. 1 ff. DOI logo
2017. Knowledge About Language and Learner Autonomy. In Language Awareness and Multilingualism,  pp. 173 ff. DOI logo
Lin, Lilan & Hayo Reinders
2019. Students’ and teachers’ readiness for autonomy: beliefs and practices in developing autonomy in the Chinese context. Asia Pacific Education Review 20:1  pp. 69 ff. DOI logo
Manzano Vázquez, Borja
2018. Teacher development for autonomy: an exploratory review of language teacher education for learner and teacher autonomy. Innovation in Language Learning and Teaching 12:4  pp. 387 ff. DOI logo
Marjanovic, Jelena, Melinda Dooly & Randall Sadler
2021. From Autonomous Learners to Self-Directed Teachers in Telecollaboration: Teachers Look Back and Reflect. In Language Education in Digital Spaces: Perspectives on Autonomy and Interaction [Educational Linguistics, 52],  pp. 113 ff. DOI logo
Ní Dhiorbháin, Aisling
2019. Exploring the potential of the European Portfolio for Student Teachers of Languages (EPOSTL) as a reflective tool in initial primary teacher education. Irish Educational Studies 38:3  pp. 401 ff. DOI logo
Paradis, Audrey, Sonja Lutovac, Katri Jokikokko & Raimo Kaasila
2019. Towards a relational understanding of teacher autonomy: The role of trust for Canadian and Finnish teachers. Research in Comparative and International Education 14:3  pp. 394 ff. DOI logo
Talbot, Kyle & Sarah Mercer
2018. Exploring University ESL/EFL Teachers’ Emotional Well-Being and Emotional Regulation in the United States, Japan and Austria. Chinese Journal of Applied Linguistics 41:4  pp. 410 ff. DOI logo
Ushioda, Ema, Richard Smith, Steve Mann & Peter Brown
2011. Promoting teacher–learner autonomy through and beyond initial language teacher education. Language Teaching 44:1  pp. 118 ff. DOI logo
Wang, Guangming, Yueyuan Kang, Fengxian Li, Yiming Zhen, Xia Chen & Huixuan Huang
2022. An evidence-based study on the current status of Chinese secondary school mathematics teachers’ autonomous learning capacity across demographic and contextual factors. Frontiers in Psychology 13 DOI logo
Wang, Jian
2018. Teacher Mentoring in Service of Beginning Teachers’ Learning to Teach. In The Wiley Handbook of Educational Supervision,  pp. 281 ff. DOI logo
[no author supplied]
2020. Macro Perspectives. In Lessons from Good Language Teachers,  pp. 1 ff. DOI logo

This list is based on CrossRef data as of 2 january 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.