Responding to needs for clarity of definition in the area of ‘teacher autonomy’, the first, relatively theoretical, part of this paper discusses different dimensions of this notion. It then argues for the goal within initial teacher education of enhancing ‘teacher-learner autonomy’, defined here as ‘the ability to develop appropriate skills, knowledge and attitudes for oneself as a teacher, in cooperation with others’. A brief description of one approach to working towards this goal within pre-service teacher education then follows, together with a summary of evaluations of the approach to date. The second part of the paper reports on a more innovative investigation (employing repertory-grid interviews) of students’ personal constructs in relation to particular elements of the course design. The findings are discussed in relation to the theory of teacher autonomy and the design of appropriate interventions. Finally, we highlight the potential wider value of repertory-grid and follow-up interviews for eliciting students’ personal learning theories with minimum interviewer bias.
2024. ‘How much freedom do we have?’ The perceived autonomy of secondary school EFL teachers in Indonesia. Language Teaching Research 28:2 ► pp. 440 ff.
2024. A voyage of discovering the impacts of teacher immunity and emotion regulation on professional identity, autonomy, and work motivation in Iranian EFL landscape. BMC Psychology 12:1
Stringer, Thomas
2024. A conceptual framework for Emergent Language Learner Autonomy – a complexity perspective for action research. Innovation in Language Learning and Teaching► pp. 1 ff.
Wang, Yu-Li & Luc Chia-Shin Lin
2024. COVID-19 and online teaching: mainland Chinese students encounter Taiwanese teachers. Compare: A Journal of Comparative and International Education► pp. 1 ff.
Basri, Fatma
2023. Factors influencing learner autonomy and autonomy support in a faculty of education. Teaching in Higher Education 28:2 ► pp. 270 ff.
ERBAŞ KELEBEK, Ezgi Fatma
2023. Okul Müdürlerinin Otantik Liderliği ile Öğretmenlerin Özerkliği Arasındaki İlişkide Mesleki Özdeşleşmenin Moderatör Rolü. Milli Eğitim Dergisi 52:239 ► pp. 1599 ff.
Khotimah, Khusnul, Yazid Basthomi & Evi Eliyanah
2023. EFL Pre-service Teacher Development for Autonomy: Rethinking Future Autonomy Supportive Teacher. In Proceedings of the 20th AsiaTEFL-68th TEFLIN-5th iNELTAL Conference (ASIATEFL 2022) [Advances in Social Science, Education and Humanities Research, 749], ► pp. 321 ff.
Koss, Melanie D. & Kathleen A. Paciga
2023. “We Have to Be Wary of Unicorns and Rainbows”: Curricular Freedom in a Contemporary Sociopolitical Context. Literacy Research and Instruction► pp. 1 ff.
Chinpakdee, Muthita
2022. Understanding Teacher Autonomy Through EFL Teachers’ Online Teaching Experiences. rEFLections 29:3 ► pp. 586 ff.
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.
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
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.
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.
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.
Dikilitaş, Kenan
2020. Teacher Autonomy and Good Language Teachers. In Lessons from Good Language Teachers, ► pp. 54 ff.
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.
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.
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.
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.
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.
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.
Jackson, Daniel O.
2018. Teacher Autonomy. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Jackson, Daniel O. & Minyoung Cho
2018. Language teacher noticing: A socio-cognitive window on classroom realities. Language Teaching Research 22:1 ► pp. 29 ff.
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.
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.
Wang, Jian
2018. Teacher Mentoring in Service of Beginning Teachers’ Learning to Teach. In The Wiley Handbook of Educational Supervision, ► pp. 281 ff.
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.
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.
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.
Lamb, Terry
2015. Knowledge About Language and Learner Autonomy. In Language Awareness and Multilingualism, ► pp. 1 ff.
Lamb, Terry
2016. Knowledge About Language and Learner Autonomy. In Language Awareness and Multilingualism, ► pp. 1 ff.
Lamb, Terry
2017. Knowledge About Language and Learner Autonomy. In Language Awareness and Multilingualism, ► pp. 173 ff.
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.
Ding, Alex
2009. Tensions and struggles in fostering collaborative teacher autonomy online. Innovation in Language Learning and Teaching 3:1 ► pp. 65 ff.
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.
[no author supplied]
2020. Macro Perspectives. In Lessons from Good Language Teachers, ► pp. 1 ff.
This list is based on CrossRef data as of 4 september 2024. 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.