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The aim of this study lies in the use of theoretically comparative and historically methodological approaches to elaborate, compare, and recapitulate the features, history and the relationship of evidence-based education and the concept of Bildung. The relationship of the continental European didactic and Anglo-American curricular tradition, as well as to the meaning of teacher autonomy and (inter)national external evaluations of student achievements will be given special attention. Evidence-based education degrades teacher autonomy. Constituting the synergy of these two concepts can be considered the contemporary Holy Grail of education, which will probably not be found in the theoretical-methodological differences.

The transformative impact of advancements in educational technology, particularly those powered by artificial intelligence (AI), on the landscape of education and the teaching profession has been substantial. This study explores the repercussions of AI-powered technologies on teachers’ autonomous behavior, digital burnout, and professional development. The study involved a cohort of 320 high school teachers in China segregated into control and experimental groups. The experimental group received instructions on AI-integrated applications and how they might be used in education. However, the teachers assigned to the control group did not receive information on the use of AI educational applications. Three distinct questionnaires probing autonomous behaviors, digital burnout, and online professional development were administered, and the ensuing data were analyzed using independent sample t-tests. The findings elucidate a discernible positive impact of AI-integrated technology intervention on teachers’ professional development and autonomous behaviors. The incorporation of AI-enhanced tools facilitated an augmentation in teachers’ professional growth and bolstered their independent and self-directed instructional practices. Notably, using AI-integrated technology significantly reduced teachers’ susceptibility to digital burnout, signifying a potential alleviation of stressors associated with technology-mediated teaching. This research provides valuable insights into the multifaceted effects of AI-powered technologies on educators, shedding light on enhancing professional competencies and mitigating digital burnout. The implications extend beyond the confines of this study, resonating with the broader discourse on leveraging technology to augment the teaching profession and optimize the learning environment.

The Covid-19 pandemic and the associated school closures have challenged teachers to quickly develop and implement effective distance learning concepts. This article examines the success of teachers in meeting these challenges by analysing their performance during the pandemic. Using a mixed-method approach, the study conducts a secondary data analysis of 135 questionnaires from a pupil and parent survey conducted by a German elementary school. These surveys are analysed across the three basic dimensions of teaching quality, elucidating the teaching experiences during the pandemic. The results reveal a considerable variation in teacher performance, highlighting instances where some teachers made inadequate decisions regarding the selection of teaching content or supporting strategies, while also displaying limited engagement with their students. Given the identical school conditions across the research setting for all teachers, this article focuses on individual effectiveness and efficiency of teachers during the pandemic, prompting an inquiry into the extent to which the high degree of teacher autonomy may have influenced performance. To address this further, this article introduces a framework based on current interdisciplinary research findings, which predicts a “too-much-of-a-good-thing” effect of teacher autonomy on teacher performance and integrates numerous established research approaches. This article contributes to a better insight into the performance of teachers during the pandemic and the identification of effective distance learning teaching approaches. Simultaneously, this article proposes a theoretically grounded framework for varying teacher performance, the exploration of which provides a compelling avenue for enhancing teacher performance and serves as a well-founded starting point for further research.

Abstract The literature has widely recognized the significance of examining the influence of teacher professional identity (TPI), teacher autonomy (TA), and teacher work motivation (TWM) on teacher well-being. However, there is a noticeable gap in the research regarding the role of teacher immunity (TI) and teacher emotion regulation (TER) in TPI, TA, TWM among English as a foreign language (EFL) teachers. In light of this gap, the present study aimed to investigate the association between TI and TER with TPI, TA, and TWM of EFL teachers. A sample of 433 EFL teachers completed the Language Teacher Immunity Instrument, the Language Teacher Emotion Regulation Inventory, the Teacher Professional Identity Scale, the Teacher Autonomy Questionnaire, and the Multidimensional Work Motivation Scale. The Confirmatory Factor Analysis and Structural Equation Modeling were conducted to analyze the data. Findings disclosed that TI and TER were strong predictor of TPI, TA, and TWM among the EFL teachers. The study concludes by offering some pedagogical implications for different stakeholders and discussing potential areas of research that can be developed based on the findings.

A coronavirus disease (COVID)-related educational emergency is believed to have changed some of the aspects of the educational landscape. Sudden changes to traditional structures that are schools are undoubtedly an interesting issue to explore: complex phenomena such as assessment methods are highly related to many different factors such as normative base, the use of technological tools, etc. This article reports on the reorganization of assessment methods in the context of a rapid and forced transition to remote teaching mode, based on the results of a survey of Italian teachers. Findings indicate that pandemic-related educational emergency and the push toward the use of tools in teaching and learning practices, and the corresponding relaxation of certain established frames of operation, have created grounds for alternative forms of assessment. Results show that when entertaining different options and enjoying some level of autonomy, teachers can explore alternative forms of assessment. Assessment methods also change according to school subjects; while assessment changes are discipline specific, there is a clear trend toward product-based assessment.

Teacher autonomy encompasses in its essence the (self)activity of the teacher, the right and opportunity to make decisions and choices, and finally accepting the consequences that come with those decisions. Accordingly, autonomy represents one of the core competences of the modern teacher and it is being increasingly in the focus of numerous pedagogical researches. The purpose of the study conducted and presented in this paper was to examine psychometric characteristics and determine factor structure of the Teaching Autonomy Scale (TAS). The study sampled 310 teachers of the upper-primary subjects and primary school grade teachers from 16 primary, mixed-sex public schools. The researchers have applied Horn’s parallel factor analysis and initially extracted three factors, but due to a low reliability of the third subscale, a shortened version was suggested with two factors and 10 items. The first factor represents Curriculum autonomy, while the second one refers to General autonomy. The conclusion is that the TAS scale can be used in its modified version of 10 items and with a two-factor structure of the instrument.

Becoming an effective language teacher does not only depend on how well the teacher knows the language but also on how the teacher can deal with the complex situations that emerge in the profession. Therefore, it is crucial to provide novice teachers with opportunities to share with others these complications during their teaching training programs. This document has the purpose of presenting the results of a research which aims to explore how novice language teachers mediate their discussions while they reflect on the emerging conflicts that they have faced during their initiating teaching practice. The study has a twofold purpose: to inquire about the main hardships these teachers deal with and the implications of mediation in their solution. Twelve English language teachers were involved as participants who were grouped in four groups of three each to discuss during 6 sessions. The study used a mixed method research approach that involved discourse analysis of the transcribed discussions, the teachers’ diaries and open observations by the researchers. The results show that socializing conflicts leads to cognitive, social and affective dimensions of mediation; in such a way that mediation reinforces teacher’s self-efficacy and decision making to solve their problems.

This study aimed to examine the relationship between teacher autonomy and teacher leadership. With this purpose in mind, a predictive correlational research method, was adopted. The study was carried out with 571 teachers who were determined through a simple random sampling technique among those working in Turkey during the 2020-2021 academic year. The Teacher Autonomy Scale developed by Çolak & Altınkurt (2017) was used to determine teachers’ perception of teacher autonomy, and the Teacher Leadership Scale developed by Beycioğlu & Aslan (2010) was exploited for their perception of teacher leadership. Descriptive analyses such as mean and standard deviation were estimated to determine teachers’ perceptions of autonomy and leadership. Pearson product-moment correlation coefficient and structural equation modeling (SEM) were employed to control the relationship between teacher autonomy and teacher leadership. As a result of the study, the participants’ teacher autonomy and teacher leadership perceptions were found to be at higher levels. Moreover, it was established that there was a positive and significant relationship between teacher autonomy and teacher leadership, and teacher autonomy was found to be among the factors explaining teacher leadership. Therefore, it can be alleged that teacher autonomy should be promoted to reveal the leadership skills of teachers.

In the study reported on here we investigated the use of post-method practice to optimise pre-service teachers’ teaching practice and English First Additional Language (EFAL) proficiency. This study was premised on the theoretical framework of Paulo Freire’s critical pedagogy which promotes diverse perspectives in language learning and teaching among teachers and learners. Qualitative data were collected using semi-structured interviews with 10 (n = 10) third year pre-service teachers enrolled in a 4-year Bachelor of Education (BEd) degree programme in the Department of Language Education, School of Education at the University of Limpopo, South Africa. We found that post-method pedagogy enables pre-service teachers to monitor their teaching process and optimise learners’ potential to learn, which affords them opportunities for critical reflection on the self and the social world, as well as opportunities to form learning communities. The results suggest that post-method pedagogy enables pre-service teachers to recognise their prior and current knowledge, and their potential to teach and act autonomously. This promotes their ability to know how to develop a reflective critical approach in their teaching by analysing and evaluating their teaching acts, initiating change in their classroom practices, and monitoring the effects of these changes. We concluded that post-method practice could provide teachers, curriculum developers and researchers with an understanding of the realisation of post method in teaching and learning of EFAL in South African classrooms.

Finnish education has received worldwide attention due to the country’s performances in the Programme for International Student Assessment (PISA). Research investigating Finland’s positive outcomes in the assessment has highlighted not only the strength of teachers, but also the rigour of Finnish teacher education. Finnish student teachers must undertake research-based teacher education culminating in a master’s degree. The study of educational science, underpinned by empirical research, creates teacher-researchers. A Nordic/Continental view of educational governance allows for input control in terms of a national core curriculum in Finland, without surveillance of outcomes. The structure of the Finnish education system, characterised by decentralisation and the national core curriculum, entrusts teachers to make their own pedagogical decisions. This leads to autonomous and agentic teachers in terms of decision-making on the classroom, school, and professional levels, both individually and collectively. Finnish education, underpinned by social democratic values, views education as an agent of social change. Therefore, teachers enact social transformation through the agency enabled by research-informed teacher education. Finland’s political consensus regarding education and societal trust in teachers further reinforces teacher autonomy and agency. This article argues that the rigorous research focus of Finnish teacher education cultivates autonomous and agentic teachers.

In this study, the effect of teachers' educational philosophy tendencies on their curriculum autonomy was investigated using a correlational research design. The study's population consisted of teachers 258 teachers drawn from various schools using a simple random sampling method. The data were collected through Educational Philosophy Tendency Scale and Teachers' Autonomy on Curriculum Scale. According to the results, progressive educational philosophy appears to be the most frequently adopted tendency by teachers, while essentialist educational philosophy appears to be the least widely adopted. Teachers have a high level of procedural autonomy, which is followed by autonomy in professional development, evaluation autonomy, and autonomy in planning. There are weak and moderately significant correlations between teachers' educational philosophy tendencies and their curriculum autonomy. Also, teachers' educational philosophy tendencies are a strong predictor of curriculum autonomy. Progressive educational philosophy tendency predicts procedural autonomy and professional development autonomy significantly. Reconstructionist, essentialist, and perennialist educational philosophy tendencies, on the other hand, have no impact on curriculum autonomy. In this context, progressive educational philosophy adopted by the teachers influences how they structure their professional development and how they carry out the learning-teaching process without relying heavily on external factors.

The redesign of national curricula across the Anglophone world since the 1990s is demonstrably shaped by common policy trends. Focusing on the profound and uncritiqued changes that have been implemented in New Zealand education, this paper provides a critical commentary on the characterising features of the current New Zealand mathematics curriculum, describing a context within which mathematics education at schools is severely compromised. Drawing on the evidence available from large-scale international indicators, such as PISA and TIMSS, to benchmark associated curriculum changes implemented by the New Zealand government, we hypothesise that the ongoing decline of student mathematical achievement is the result of four main interdependent features which characterise the New Zealand curriculum. The features are (1) its highly generic non-prescriptive nature, (2) a commitment to teacher autonomy in curriculum knowledge selection, (3) competency-based outcomes approach, and (4) a commitment to localisation in curriculum selection. Recognising socio-political forces and ideological and intellectual ideas associated with those forces, we discuss each characterising feature, in turn, to show how they contribute to and draw from the others to create a 'curriculum without content'. We conclude with explicit recommendations and a call for future studies to establish the extent to which each of these four features contributes to the decline of student achievement.

Despite many studies on teacher autonomy (TA) and its connection with learner autonomy (LA), scant attention has been devoted to TA on its own and how it might contribute to teachers themselves. Against this backdrop, the current study set out to investigate novice English as a foreign language (EFL) teachers’ autonomy development in terms of their self-directed professional development (PD) and capacity for their self-directed PD, the two subcomponents of the multidimensional framework of TA. To this end, two novice EFL teachers’ audio diaries on the aforementioned subcomponents were collected for 10 months. Moreover, to complement the probable gaps in the diary phase, the teachers were interviewed in five terms. The thematic analysis of the collected diaries and diary-based semi-structured interviews revealed that novice EFL teachers’ main activities for self-directed PD embraced peer observation, peer coaching, reading books, making use of technology, reflection, action research, and attending workshops. Additionally, the findings indicated that novice EFL teachers were equipped with both capacity and willingness to self-direct their PD. The constructive factors enabling them to develop such capacity included experience, reading books, and external support. The findings bear implications for teacher educators to underline the value of PD strategies for teachers. Teachers should also be aware of the PD strategies they could employ for their self-direction. The findings suggest some implication for institute managers too.

This article addresses teacher autonomy in different models of educational governance using quantitative data from the OECD TALIS 2018 and qualitative data from a study on teacher autonomy conducted in Norway and Brazil. In this article, teacher autonomy is seen as a multidimensional concept referring to decision-making and control in relation to state governance. Further, the different degrees of implementation of accountability measures across countries determine the models of educational governance. The quantitative data reveals no clear pattern between teacher autonomy and models of educational governance. In general, teachers perceive that they have good control over teaching and planning at the classroom level. However, teachers report that they participate to a lesser degree in professional collaboration in schools, which could allow for collegial teacher autonomy. Teachers also report low perceived social value and policy influence, which may provide insight into professional teacher autonomy at the policy level. This article also shows the relevance of a detailed description of the country cases to gain a better understanding of the multiple dimensions of teacher autonomy.

Principals’ distributed leadership plays a critical role in teacher innovativeness; however, research evidence regarding the relationship between them is limited. This study aims at examining the effect of distributed leadership on teacher innovativeness as well as the mediating roles of teacher autonomy and professional collaboration. Using the data of 132,376 teachers derived from the 2018 Teaching and Learning International Survey (TALIS), the study applied a structural equation model (SEM) for analysis. The results revealed that distributed leadership had positive direct effects on teacher innovativeness, teacher autonomy, and professional collaboration. Meanwhile, teacher autonomy and professional collaboration significantly mediated the effect of distributed leadership on teacher innovativeness, respectively. Practical implications are discussed, school leaders are expected to adopt distributed leadership style and establish a supportive school environment, and individual teachers are supposed to cultivate a culture of collectivism and make effective use of autonomy in their teaching innovation.

The power imbalance inherent in supervision can seriously challenge language teachers’ autonomy leading to resistance, anxiety, frustration and even anger. This study explored the possible uses or abuses of power when teacher supervisors exercise their authority to fulfill their responsibilities. The study drew on Foucault’s (1991) conception of power, and Vygotsky’s (1978) social constructivism. Using mixed-methods design, the researchers interviewed both EFL teachers, and supervisors, and examined some post-observation feedback conferences. A questionnaire was also administered to survey teachers’ and supervisors’ conception of power dynamics in the language teacher supervision profession. Factor analysis of the data resulted in the extraction of two factors including “directiveness” and “uniformity promotion”. Independent samples t-test did not indicate a significant difference between the teachers’ and supervisors’ perceptions of power. Analysis of the interviews and post-observation feedback conferences confirmed the findings indicating that supervisors mostly used classic prescriptive approaches to supervision in which teachers have little power. Supervisors mostly resorted to their position power and reward power seldom using their expert power which seems to have led to resistance on the part of the teachers. Finally, the paper provides a framework emerging from the qualitative data that presents some strategies to effectively manage the power imbalance in language teacher supervision profession.

This paper analyzes the findings from a study of faculty’s perceptions of teaching as the most significant component of the academic profession. In a broader context, it investigates into the transformation of the academic profession, meaning that professors in Russia as well as around the world tend to perform research, administrative, and expert functions more and more often. Previously, Russian researchers observed a conflict between faculty’s perception of teaching as the most important profession component and administrators’ publication productivity requirements. A number of publications present strategies that professors use to adjust to the changing administrative requirements. However, the existing findings mostly reflect administrators’ perception of the academic profession, on which the faculty’s perspective is considered to be implicitly dependent. Available literature offers little evidence of how professors perceive the content, meaning, and goals of the academic profession. The present study was designed to find out by which goals and norms faculty members are guided in doing their work and to determine the logic behind the way they allocate their efforts among various aspects of teaching. Data was collected using focused in-depth interviews carried out in a Yekaterinburg university. Research was performed within a methodological framework of grounded theory and narrative analysis which traces its origin to hermeneutics. Findings indicate that professors share similar perceptions of the skills necessary to do their work, the goals of teaching, and the criteria for maintaining educational quality. Meanwhile, there is no platform for building those perceptions, faculty’s attitudes being shaped under the influence of their mentors and personal experience. The study also evaluates the impact of other university actors (students, colleagues, administrators) on the respondents’ perceptions of the teaching process. Finally, a rationale for building professional solidarity within the university’s academic community is provided.

Because of the importance of instructor success in the adequacy of instruction and learning, this study aimed to explain the impact of two factors, namely language teachers’ professional identity and autonomy, with respect to their success. To this end, 190 Iranian EFL teachers, including university lecturers and language institute teachers, participated in this study. As for data collection, the Teacher Autonomy Questionnaire (TAQ), the Teacher Professional Identity Scale (TPIS), and the Characteristics of Successful Language Teachers Questionnaire (CSLTQ) were distributed among the respondents. Using Cronbach’s alpha estimates and correlational analyses, the reliability of the questionnaires and the associations among the TAQ, TPIS, and CSLTQ were examined, respectively. The results of Pearson correlations revealed that there were significant positive correlations among all three teacher factors. These findings were also confirmed by Structural Equation Modeling (SEM) results; teacher success was predicted positively and significantly by both professional identity and autonomy. Outcomes of this research suggest that teachers’ professional identity and autonomy are highly beneficial to their success. This study also outlined the elements of teachers’ professional identity that could be more useful for their success. In the end, relevant pedagogical implications are discussed.

Teacher autonomy in learning is a part of professional accountability. The autonomy includes self-direct teaching as a reflection of the teachers’ metacognition in selecting learning strategies, monitoring the accuracy of strategy implementation, as well as evaluating the process. The metacognitive attitude directs the process of constructing knowledge and managing a classroom to meet the standard of the learning process. The objective of the present study is to describe the metacognitive attitude of Biology teachers. The survey research involved 57 Biology teachers in DKI Jakarta Province, Indonesia. The research instrument is the Metacognitive Awareness Inventory Teacher (MAIT) with Cronbach Alpha values r = 0.86. The results show that (1) the teacher's metacognitive attitude is high (mean 73.49), and (2) there was no correlation between metacognitive attitude with the school category or gender. This suggests the high performance of Biology teachers in autonomy especially in managing the Kurikulum 2013. This Kurikulum 2013 emphasizes student-centered learning which allows a variety of learning strategies that can be selected by the teacher to achieve a quality result. Male and female teachers both have equal opportunities in achieving their metacognitive attitudes, as well as the school category.

Drawing on Self-Determination Theory, the current study analysed the relationship between teachers’ perceived autonomy support and work engagement while it also explored the mediating effect of basic psychological need satisfaction and intrinsic motivation. The study investigated 520 elementary teachers in Beijing, and we found the following: (1) teachers in different groups reported diverse senses of perceived autonomy support, in that teachers with less teaching experience as well as those with a master’s degree have a higher score regarding the perceptions of teacher autonomy; and (2) teacher autonomy can affect work engagement not only in terms of the satisfaction of basic psychological needs but also by the chain of satisfaction of basic psychological needs and intrinsic motivation. Teachers with more autonomy support will have higher basic psychological need satisfaction and stronger teaching motivation, which will further enhance their work engagement.

Based on self-determination theory the study seeks to examine influence of teacher autonomy support, structure and relatedness support on amotivation of middle school students. This correlational study based in Indian sub-continent establishes that all three dimensions of teacher support (i.e., teacher autonomy, teacher structure and teacher relatedness support) reduces amotivation however teacher structure have the strongest influence. No gender and age differences were reported for the study. Study highlights the importance of reverse side of motivation (amotivation) and predicates that teacher support is essential not only in increasing motivation but also in reducing amotivation. Training teachers is necessary to increase their ability of providing autonomy support, structure and relatedness support.

Though creativity in teaching has always constituted a seminal issue in discussions of successful pedagogical endeavours, renewed interest in how creativity can be integrated into teaching practices seems to be a fairly recent phenomenon which has gained increased momentum in the current decade. In an attempt to pinpoint the factors underpinning teacher creativity, the researchers in this study embarked on probing the potential relationship between Iranian high school teachers' creativity, on the one hand, and their autonomy and emotional intelligence, on the other. In so doing, 100 high school teachers were selected as participants based on availability and convenience. To conduct the study, Torrance's (2008) test of creativity, Shutte et al.'s (1998) Emotional Intelligence Questionnaire, and Breaugh's (1985) Work Autonomy Scale (BWA) were utilized. Running Spearman rho correlation and Structural Equation Modelling, the researchers came up with a positive relationship between creativity and emotional intelligence, as well as creativity and autonomy. However, teachers' gender was not found to be a significant determiner of their creativity. Furthermore, as the results revealed, teachers' emotional intelligence had a greater predictive power than autonomy for their creativity. The implications of the study are discussed throughout the paper.

Teacher autonomy (TA) in parallel with learner autonomy affects the standards of education. In this survey, the relationship between teachers’ autonomy was focused on along with second language teaching styles and personality traits. To respond to three research questions, the required data were gathered through convenience sampling by online distributing three sets of questionnaires, namely Pearson and Moomaw’s Teacher Autonomy Scale, Grasha’s Teaching Style Inventory, and Costa and McCrae’s NEO-Personality Inventory, which was responded by 156 EFL teachers, including both males and females. Then, SPSS 26 and AMOS 24 were used to analyze the data and the following results were obtained: (a) four items out of the five sub-constructs of a teaching style as well as four of the five sub-constructs of the personality traits were significant predictors of the teachers` autonomy; and (b) the mean score of the male teachers` overall autonomy was higher than that of the female teachers. Meanwhile, the findings are best suited for EFL academics who want to be more autonomous but are unaware of the influence it has on their teaching styles and personality traits.

This study was aimed at recognizing constraints on the way of some Iranian language teachers' utilization of self-developed, localized, English language teaching resources. To this aim, three sets of teacher variables on pedagogical and personal accounts were examined including Language teachers' experience (novice/experienced), their educational level (BA/MA/PhD) and their gender. Data were collected in two phases. In the first phase, through stratified sampling, some eighty-three volunteering, English language teachers (Male and Female), who were indulged in the Iranian Ministry of Education (MoE), university settings (public and private) and language institutes were randomly selected. Teachers’ responses to a validated researcher-made questionnaire on language teacher curriculum autonomy revealed an overall significant Multiple R with F (3, 80) =.88, (0.04) but each individual above-cited predictors could not significantly predict teacher curriculum autonomy score. In the second phase for triangulation aims, three above-cited teacher variables were mapped over the insights gained through written interview sessions with some fourteen English language teachers. Language teachers' self-reported 'challenges' and 'opportunities' for using self-developed language teaching resources for class use were content analyzed. It became evident that teaching experience was mystified in some respects in terms of its influence over interviewed teachers since diverse intentions on the part of the language teachers in this research might have deterred them not to use their full potential over using their own materials in class. Possible reasons for this situation have been fully discussed in the end.

Introduction: based on the analysis of both the current practice and theory of autonomy in education, this paper is intended to determine the core principles, conditions and practical opportunities for implementation of the autonomy-focused approach in Russian universities. Materials and Methods: to substantiate the benefits and reveal the core characteristics of the autonomy-focused approach in higher education, we performed the content-analysis of both national and international higher educational documents. The practical aspects of the autonomy-focused approach have been examined through applying the ideas of autonomy-focused education to the introduction of the G-MedEx international networking educational programme (the G-Med Ex Programme) at Professor V. F. Voino-Yasenetsky Krasnoyarsk State Medical University in 2015–2016. Analysis of the educational process outcomes and open discussions with teachers and students-participants of the G-MedEx Programme have also become an important source of information. Results: it was revealed that the development of the university educational environment actors’ autonomy is possible though the use of the autonomy-focused approach, which represents a critical tool for implementation of the personality-centred educational paradigm. Among the core characteristics of the autonomy-focused approach in higher education we suggested the principles of innovative self-change, personal involvement and self-fulfillment, critical awareness and self-reflection, readiness to face challenges, interdisciplinary character of training, and practical focus of education. Investigating the practical aspects of the autonomy-focused approach, we demonstrated its benefits using the example of an international networking educational programme. Discussion and Conclusions: the results of the implementation of the autonomy-focused approach within the G-MedEx Programme suggest that using this approach is beneficial for both medical university students’ and teachers’ autonomy development. Practical relevance of the study is ensured through specifying the core principles, conditions and opportunities for implementation of the autonomy-focused approach in higher education, therefore allowing for possible application of the described approach in various universities and providing a basis for investigating its potential in other educ ational contexts.

This paper reflects on UK mathematics education following the poor performance in the Programme for International Student Assessment (PISA) metric, which compares reading, science, and mathematics across 27 countries. We compared a range of features within secondary school mathematics in the UK with the countries outperforming the UK. We note disparities in the depth of the curriculum and the use of high-stakes testing which could be disadvantaging UK students. We also reflect on key factors that may underpin teacher effectiveness in the UK, including teacher expectations, in part driven by early use of ability sets, a lack of teacher autonomy, and poor continuous professional development. On this basis, we make several recommendations to strengthen UK mathematics education.

In the present study, hierarchical linear modeling with random intercept models was used to estimate the impact school and teacher-level factors had on K-12 teachers’ perceptions of school influence, curricular and pedagogical autonomy, and job satisfaction in the early years of the Race to the Top Era. The main predictors investigated were whether students’ standardized test scores were used as a component of either a teacher’s formal teacher evaluation or compensation, as well as whether teachers worked in a Race to the Top state. Additional school- and teacher-level predictors included percentage minority teachers and students, urbanicity of the school, teacher grade band, years teaching experience, and annual base salary. The study’s findings include statistically significantly yet small, negative correlations between teaching in a RTTT Phase I or II state at the time of the survey and teachers’ perceptions of their school-level influence, curricular autonomy, and pedagogical autonomy. In addition, the use of SGM measures in teacher evaluation, compensation, or both, statistically significantly negatively predicted both teachers’ pedagogical and curricular autonomy, as well as job satisfaction. These findings are consistent with previous studies that found teachers’ classroom autonomy and job satisfaction to be lessened post-NCLB (Crocco Costigan, 2007; Faulker Cook, 2006; Huss Eastep, 2011).

This article focuses on teacher attitudes towards learner autonomy and discusses whether teachers’ attitudes change through teacher training. The study was carried out with teachers working in different self-access centres within the State University of Nuevo Leon, Mexico (UANL). The aim of the study was to report any changes in teachers’ opinions and beliefs on issues after a teacher training course. These issues range from teacher-centeredness, learner-centeredness, learner autonomy, work in the SAC, views on language learning, the role of teachers, the role of learners, views on local culture, and on motivation. The study was carried out using Q Methodology.

In recent years there has been an increased appreciation of the interrelationship between learner autonomy and teacher autonomy, both in the classroom and in the self-access centre. One obvious impact on learners’ autonomy is their teachers’ understanding of what autonomy means, and their ability to implement it in the classroom. Especially for beginning teachers, knowledge of learner autonomy is likely to be shaped in large part by the professional training they receive and the amount of attention given to the topic during their teacher education. It is therefore important to ask to what extent teacher training courses prepare teachers for fostering autonomy, including those teachers working in self-access centres. This study attempts to answer that question by critically investigating a range of popular teacher training course materials widely used in professional programmes worldwide. We apply an evaluative framework to identify 1) what information teachers are given about learner autonomy, and 2) the extent to which the materials cover the teaching of different skills for independent learning. Perhaps surprisingly, despite the growing interest in autonomy, it was found that the selected books included almost no information about learner autonomy at all and did not, with one or two minor exceptions, focus on the development of skills for supporting autonomous learning.

Este artigo apresenta reflexões de uma pesquisa de Mestrado, que investigou a compreensão de educadores de uma escola pública sobre autonomia e em que medida ver-se ou não como autônomo influencia a atuação docente. Tomou-se como aporte teórico-metodológico os pressupostos de Vigotski e da teoria da Educação Libertadora, de Paulo Freire. Como instrumentos, foram utilizados entrevistas semiestruturadas e relatos de cenas das vivências da pesquisadora nas reuniões docentes. Como resultado, constatou-se que, embora alguns professores se mostrem autorregulados, suas práticas não se caracterizam como autônomas, assim como não se percebem como sujeitos capazes de exercer a autonomia, sobretudo em decorrência das condições materiais em que exercem suas atividades. Evidenciou-se, também, que as formas como as relações se empreendem na escola, permeadas por questões burocráticas e disputa de poder, constituem-se empecilho para o desenvolvimento da autonomia e da emancipação de seus atores.This paper presents some reflections first presented in a Master degree research which has investigated the understanding of educators from a public school about autonomy, and whether seeing themselves as an autonomous being or not has influence in teaching performance. The theoretical basis was drawn from theoretic-methodological ideas of Vigotski and Paulo Freire's Liberative Education theory. The instruments used were semi-structured interviews and accounts of scenes from the experiences of the researcher during the faculty meetings. As a result, it was found that although some teachers demonstrate self regulation, their practices are not characterized as autonomous and do not perceive themselves as subjects capable of exercising autonomy, especially because of the material conditions in which they conduct their activities. It was clear, too, that the ways in which relationships are undertake in school, permeated by bureaucratic issues and power struggle, undermine the development of autonomy and emancipation of its main actors.

In this paper we describe the process of updating a course syllabus designed to foster the development of language teacher autonomy for course planning and materials preparation. Three main factors were taken into account: participants' reactions and evaluations concerning the first version of the course, the new context, and the developments in the literature related to learner and teacher autonomy. We draw on literature concerning learner and teacher autonomy (Little 2000; Lamb 2000; Benson 1997a, 1997b, 2001; Dam 1995; Aoki 2002), on Critical Pedagogy (Freire 1970, 1973, 1980, 1996) and on studies that deal with learner and teacher narratives (Benson et al. 2003; Benson 2005; Murphey et al. 2005; Karlsson & Kjisik 2007; Liberalli et al. 2003; Telles 2002, 2004). We conclude by raising some questions concerning the theoretical and practical decisions made in the second version of the course and their implications.Neste artigo descrevemos o processo de reformulação de um plano de curso que tem como objetivo o desenvolvimento da autonomia de professores de línguas para planejamento de curso e preparação de materiais didáticos. Foram levados em conta as reações e avaliações dos participantes com relação à primeira versão do curso, o novo contexto e o desenvolvimento da literatura relacionada à autonomia do professor e do aluno. A fundamentação teórica do trabalho baseia-se na literatura sobre autonomia do professor e do aluno (Little 2000; Lamb 2000; Benson 1997a, 1997b, 2001; Dam 1995; Aoki 2002), na Pedagogia Crítica (Freire 1970, 1973, 1980, 1996) e em estudos sobre narrativas do professor e do aluno (Benson et al. 2003; Benson 2005; Murphey et al. 2005; Karlsson & Kjisik 2007; Liberalli et al. 2003; Telles 2002, 2004). Concluímos com alguns questionamentos sobre as decisões teóricas e práticas tomadas na segunda versão do curso e sobre suas implicações.

This paper discusses the historical development of the concept of teacher autonomy in foreign language education and its relationship to the idea of learner autonomy. Three major phases in the development of conceptions of teacher autonomy are reviewed, involving attention to teacher roles in autonomous learning projects, professional development and professional freedom. Different ways of conceptualising the link between teacher and learner autonomy are discussed and an alternative conception based on the notion of transition from learner autonomy to teacher autonomy in learning-teaching careers is proposed.Este trabalho discute o desenvolvimento histórico do conceito de autonomia do professor de língua estrangeira e suas relações com a idéia de autonomia do aprendiz. São analisadas três fases importantes do desenvolvimento dos conceitos de autonomia do professor, envolvendo a atenção aos papéis do professor em projetos voltados para o desenvolvimento da autonomia na aprendizagem, o desenvolvimento profissional e a liberdade profissional. São discutidas diferentes formas de se conceituar o relacionamento entre a autonomia do professor e do aluno e é proposta uma perspectiva alternativa, baseada na noção de transição da autonomia do aprendiz para a autonomia do professor no processo de ensino-aprendizagem.

This paper presents a case study to illustrate how activity theory (Leontiev 1978; Engeström 1987, 1999) and the expansive learning framework (Engeström 1987, 1999) were used to evaluate the development of teacher autonomy in an online course on preparing EFL classroom materials. It is assumed that the learning by expansion model is similar to conscientização (Freire 1980, 1982), a key element in the development of teacher autonomy, according to the perspective in the study.Este trabalho tem como objetivo apresentar um estudo de caso que ilustra como a teoria da atividade (Leontiev 1978; Engeström 1987, 1999) e o modelo de aprendizagem por expansão (Engeström 1987, 1999) foram usados para avaliar o desenvolvimento da autonomia de professores alunos em um curso on-line voltado para a preparação de materiais didáticos visando ao ensino-aprendizagem da língua inglesa. Parte-se do princípio de que o processo de aprendizagem por expansão assemelha-se à conscientização (Freire 1980, 1982), elemento considerado fundamental no processo de desenvolvimento da autonomia, conforme a perspectiva adotada no estudo.

This paper focuses on the pertinence of Action Research as a practical tool in the enhancement of language teachers' autonomy. We report on the results achieved after a year of collaborative action research undertaken by teachers enrolled in a Teacher Education Continuing Program and point out the steps taken throughout this initiative. We conclude by reflecting about the insights gained through this experience and additionally point out adaptations and new directions that might be pursued in the search for teachers' autonomy along their careers.Este artigo enfoca a pertinência da Pesquisa Ação como um instrumento prático no desenvolvimento da autonomia de professores de língua estrangeira. São relatados os resultados obtidos após o desenvolvimento de um ano de pesquisa-ação colaborativa no contexto de um programa de educação continuada. Os passos adotados para o desenvolvimento de tal procedimento são descritos e contextualizados e, para finalizar, são apresentados os resultados obtidos e possíveis direcionamentos a serem adotados para a ampliação de possibilidades no desenvolvimento da autonomia de professores de línguas.

The present study aims to evaluate an English Language Teaching (ELT) Program of a university in Turkey in terms of teacher autonomy development. It attempts to do so by investigating course catalogues described in the European Credit Transfer and Accumulation System (ECTS) of the program through the framework of European Profile for Language Teacher Education (EPLTE). The paper reports on the research findings from that analysis and the other qualitative analysis using a semi-structured interview conducted with seven teacher educators who have had experience with the ELT program. The results show that the ELT program has covered most of the aspects included in the checklist and the teacher educators shared positive views about the program in terms of autonomy development. They also gave some suggestions about the program and the context of the courses.

Este artigo traz uma análise comparativa Canadá/Quebec de interrelações: de um lado, três modelos de regulação da educação (a burocracia estatal, a profissão e o mercado); e, de outro, a autonomia profissional dos professores. A noção de autonomia profissional dos professores, tal como é veiculada pelas associações profissionais e sindicatos canadenses e quebequenses, permite analisar a evolução desses modos de regulação. Adotando um ponto de vista neo-institucionalista, o artigo mostra que a autonomia profissional reivindicada ou defendida pelos professores como por suas associações sindicais repousa mais sobre as atividades percebidas como centrais por esses atores que sobre aquelas ditas periféricas. Isto permite compreender a força da reação no restante do Canadá contra a centralização do currículo e a padronização da avaliação da aprendizagem e a relativa acomodação dos professores quebequenses à participação nos conselhos escolares e na participação dos pais. Nesses dois contextos, entretanto, constatamos uma resistência à reorganização do trabalho dos professores.The paper deals with the relationships between models of regulation (bureaucratic, professionnal and market) of education and teacher autonomy. As espoused by professional and labour associations of Canada and Quebec, teacher autonomy is used to disclose the evolution of models of educational regulation. Adopting a neo-institutionalist point of view, the paper argues that teacher autonomy, as promoted by canadian teacher unions, refers to activities considered central of teachers' work, as opposed to peripheral activities. This distinction helps understand why in Canada a strong reaction against curriculum centralization and standardization of evaluation has been observed, whereas Quebec teachers' unions seem to accommodate themselves with an increase in parental power. In both contexts (Canada and Quebec), a strong resistance to work reorganization is also noticeable.

Over the past 20 years, a host of formalized teacher leadership programs have emerged in response to numerous calls for the re-culturing (Fullan, 2001) and re-professionalization (Hargreaves, 2000) of teaching. That being said, very little research has explored the manner in which such programs have facilitated real change in the leadership capacity of teachers. As such, the purpose of this study was to explore the nature and sustainability of leadership roles experienced by three participants in the Teacher Learning and Leadership Program (TLLP), a one-year program in Ontario, Canada, where teachers ‘take the lead’ in developing context specific professional learning opportunities with the aim of impacting both student and teacher learning. Results indicate that the TLLP provided participants with an avenue for the development and enactment of various teacher leadership opportunities both in and beyond their own school. However, extending that leadership beyond the timeframe of their TLLP projects proved to be a difficult endeavour. Understanding the impact of cultural norms, top-down hierarchies, and historical views of the teacher as implementer on the sustainability of teacher leadership is of particular relevance to planning committees who organize and develop such programs as well as progressive school boards who are genuinely interested in promoting authentic change in school leadership development.

Charter school teachers nationwide expressed greater autonomy compared to traditional public school teachers at the turn of the century. But is this trend changing? The recent proliferation of Charter Management Organizations (CMOs), which often have prescriptive organizational models, has raised questions around how teachers perceive autonomy and control in these schools. Researchers consistently find that faculty input into decision-making has a strong influence on staff commitment and turnover. This exploratory, interview-based study critically examines why and how CMO teacher autonomy is linked to turnover. CMO teachers linked various concerns over autonomy, which was limited by their organization’s model, with decisions to leave their jobs. Teachers with strong expectations for autonomy or ideas inconsistent with their school’s model experienced substantial conflict involving the discipline or socialization of students that affected their career decisions. Teachers’ desires to have a voice in issues surrounding students’ socialization ultimately hinged upon their skepticism that current practices were adequately preparing students for college and life.

This article describes the possibility of using the authoring tool called “Hot Potatoes” as a valuable resource in the design of customized exercises and didactic units for reading comprehension courses. In so doing, the authors will also consider the construct of autonomy in the Teaching English as a Foreign Language (TEFL). Specifically, the authors will refer to learner autonomy as a desirable characteristic in students in the formative process of developing their reading skills. In addition, teacher autonomy, a frequently forgotten facet of autonomy, will be discussed. Learning styles and their connection with reading comprehension will also be considered. Finally, the authors will describe some generalities about the teaching of reading, the basic features of “Hot Potatoes,” and some practical ideas about how to use this software in reading comprehension courses.

The purpose of this study is to determine the effect of principal leadership and accountability policies on teachers sense of community. This study is situated within the research and policy/practice discourse over the importance of schools developing a professional community of teachers who share common values, cooperate in support of these values, and a have sense of mutual accountability as a means of improving student achievement. However, to date, few studies have examined the effect of leadership practices and accountability policies on teacher communities, and these studies do not conceptualize and measure teacher community in line with theories of community. Additionally, there is a pervasive and mostly untested belief by advocates of teacher professionalization that top-down management, standards, and accountability policies are antithetical to teacher communities. Data for this study come from the National Center for Education Statistics (NCES) Schools and Staffing Survey (1999-2000). A two-level multilevel regression analysis was used with a public school urban elementary (K-5) subset of the SASS data. Principal leadership has a very strong positive effect on teacher communitythe strongest effect of any policy-amenable variable. Significant principal actions include: recognizing teacher effort and communicating expectations; and a principals direct efforts to build community among teachers. The effect of teacher classroom control and policy influence is significant, but reduced by measures of principal leadership. Teachers use of standards is associated with a sense of community, but a somewhat limited measure of school performance-based accountability has no association.

In this paper I will review conceptual and empirical research on teacher autonomy beyond the limits of applied linguistics. Research shows that teacher autonomy can be conceptualized as a personal sense of freedom from interference or in terms of teachers’ exercise of control over school matters. This review clarifi es the meaning of teacher autonomy, provides valuable insights about different domains in which teachers exercise their control, and explores some of the personal and contextual factors that affect their performance. This paper confi rms the necessity to analyze teacher autonomy beyond a particular field Received: 27-03-07 / Accepted: 18-07-07 How to reference this article: Usma Wilches, J. (2007). Teacher Autonomy: A Critical Review of the Research and Concept beyond Applied Linguistics. Íkala. 12(1), pp. 245 – 275.

In this paper, a teacher-researcher and his advisor report on an action research project aimed at developing teacher autonomy through collaborative work on the redesign and implementation of a new English syllabus in a high school in Medellín. Educational innovation, collaborative work, and autonomy development emerged as the main themes related to changing teacher and school practices. Teacher autonomy development requires certain conditions, but the process of change can create these conditions. With this paper we aim at a better understanding of and a discussion on the field of teacher autonomy, especially about the conditions required to begin educational innovations in our institutions, and how these conditions are related to teacher autonomy. Received: 17-07-03 / Accepted: 19-08-03. How to reference this article: Usma, J. & Frodden, C. (2003). Promoting Teacher Autonomy through Educational Innovation. Íkala. 8(1), pp. 101 – 132