Carefully designed interventions consistently help K-12 teachers learn how to implement a more autonomy-supportive classroom motivating style. In the present study, we investigated what resources teachers acquired during these interventions that explained why they are so able to successfully upgrade the quality of their motivating style. We randomly assigned 91 full-time teachers to participate...

Teacher autonomy in Malaysia is gaining attention among policy makers, making it a key element School Transformation Programs (SLP25). However, research on teacher still scarce and have minimal interest social science researchers compared to other countries. The purpose of this study was collect analyse previous studies Malaysia. objective investigate the extent, issues, challenges There were t...

The practicum is regarded as an important component of teacher education programs. There are many variables inherent in the learning environment of the practicum. The study focussed on the learning environment of an extended practicum of a teacher education course at a Catholic university. The paper outlines the development of an instrument designed to explore the perceptions of different membe...

Utilizing the job demand-resource theoretical framework, this study expands on previous research by examining role of teacher workloads in relationship between teachers’ resources and well-being. The used data from Taiwanese lower secondary school teachers TALIS 2018 survey conducted a structural equation modeling analysis. results showed that training preparedness had direct positive effect we...

Nowadays, there is a need for smart learning environments that offer personal services with capabilities to learn, reason, have autonomy and be totally dynamic. In this paper, we present X-Learn: a new e-learning environment we have designed to simplify the authoring and visualization of multimedia courses. X-Learn includes several intelligent assistants to help the teacher and the student duri...

This contribution presents findings from two empirical case studies, which followed a task-based telecollaborative learning format. Participants included student teacher trainees, tutors, 1 and language learners from colleges/universities in Germany, Poland, the United Kingdom, and the United States. The projects aimed at promoting learner autonomy through awareness raising of modes and meaning...