Developing and Validating an Assessment Scale for Foreign Language Teacher Agency

Ahmad, H., & Shah, S. R. (2022). Teacher agency and professional development: A study on Cambridge English teacher program in the Arabian Gulf. Cogent Education, 9(1), 2080352.

Amiri, M., Jalilzadeh, K., & Rastgari, M. (2023). Developing a model of teacher agency for Turkish EFL teachers. In Ö. Kırmızı & A. Irgatoğlu (Eds.), Situated nature of EFL teacher psychology (pp.283-316). Nobel Akademik Yayıncılık.

Arabahmadi, S., Mazandarani, O., Seyyedrezaei, S. H., & Seyyedrezaei, Z. S. (2023). Understanding Iranian EFL pre-service teachers' professional agency: An ecological approach. Research in English Language Pedagogy, 11(4), 638-661.

Bagherian, F., & Haddad Narafshan, M. (2023). Relationship between Technology Acceptance and Technology Anxiety among Iranian EFL Learners. International Journal of Language and Translation Research, 2(4), 79-106.

Bandura, A. (1997). Self-efficacy. The exercise of control. Henry Holt & Co.

Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164- 180. https://doi.org/10.1111/j.1745-6916.2006.00011.x

Best, J. W., & Kahn, J. V. (2006). Research in Education (10th ed.). Boston: Pearson Education, Inc.

Biesta, G., & Tedder, M. (2006). How is agency possible? Towards an ecological understanding of agency-as-achievement. Studies in the Education of Adults, 39(2), 132-149. https://doi.org/10.1080/02660830.2007.11661545

Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624-640. https://doi.org/10.1080/13540602.2015.1044325

Borg, S. (2013). Teacher research in language teaching: A critical analysis. Cambridge University Press.

Bourdieu, P. (1990). The logic of practice. Stanford University Press.

Byrd, D. R. (2022). Examining professional identity development through L2 student teacher journals. In P. C. Miller & J. L. Watzke (Eds.), Reading in language Studies (V. 3): Language and identity (pp. 367-387). Information Age Publishing, Inc.

Cheron, C., Salvagni, J., & Colomby, R. K. (2022). The qualitative approach interview in administration: A guide for researchers. Journal of Contemporary Administration, 26, 1-15.

Cong-Lem, N. (2021). Teacher agency: A systematic review of international literature. Issues in Educational Research, 31(3), 718-738.

Corbin, J. & Strauss, A. (2014). Basics of Qualitative Research. (3rd Ed), Sage, Thousand Oaks.

Creswell, J. W. (2021). A concise introduction to mixed methods research. SAGE publications.

Creswell, J. W., & Plano Clark, V. L. (2023). Revisiting mixed methods research designs twenty years later. In N. P. Cheryl (Ed.), Handbook of Mixed Methods Research Designs (pp. 21-36). SAGE Publications Ltd.

Cutcliffe, J. R., & McKenna, H. P. (1999). Establishing the credibility of qualitative research findings: the plot thickens. Journal of Advanced Nursing, 30(2), 374-380.

Damsa, C. I., & Jornet, A. (2017). Revisiting learning in higher education-framing notions redefined through an ecological perspective. Frontline Learning Research, 4(4), 39-47. https://doi.org/10.14786/flr.v4i4.208

Damşa, C., Langford, M., Uehara, D., & Scherer, R. (2021). Teachers’ agency and online education in times of crisis. Computers in Human Behaviour, 121, 106793.

Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3–14. https://doi.org/10.3102/0013189X034003003

Davydov, V. V., Slobodchikov, V. I., & Tsukerman, G. A. (2003). The elementary school student as an agent of learning activity. Journal of Russian & East European Psychology, 41(5), 63-76.

Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.

Edwards, A. (2015). Recognizing and realizing teachers’ professional agency. Teachers and Teaching, 21(6), 779-784.

Edwards, E. (2021). The ecological impact of action research on language teacher development: A review of the literature. Educational Action Research, 29(3), 396-413.

Emirbayer, M., & Mische, A. (1998). What is agency? American Journal of Sociology, 103(4), 962-1023. https://doi.org/10.1086/231294

Etelӓpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45–65. https://doi.org/10.1016/j.edurev.2013.05.001

Field, A. (2024). Discovering statistics using IBM SPSS, statistics for statistics (8^th ed.). Sage Publications.

Fu, G., & Clarke, A. (2017). Teacher agency in the Canadian context: linking the how and the what. Journal of Education for Teaching, 43(5), 581-593.

Giddens, A. (1991). Modernity and Self-Identity. Stanford University Press.

Golombek, P., & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102-111.

Green, C., & Pappa, S. (2021). EFL teacher education in Finland: Manifestations of professional agency in teacher educators’ work. Scandinavian Journal of Educational Research, 65(4), 552-568. https://doi.org/10.1080/00313831.2020.1739128

Hilferty, F. (2008). Teacher professionalism and cultural diversity: Skills, knowledge and values for a changing Australia. The Australian Educational Researcher, 35(3), 53-70.

Hull, M. M., & Uematsu, H. (2020). A survey to measure perceived agency of teachers. International Journal of Physics & Chemistry Education, 12(3), 49-59.

Imants, J., & Van der Wal, M. M. (2019). A model of teacher agency in professional development and school reform. Journal of Curriculum Studies, 52(1), 1-14.

Kayi-Aydar, H. (2021). A framework for positioning analysis: From identifying to analyzing (pre) positions in narrated story lines. System, 102, 102600.

Kayi-Aydar, H., Varghese, M., & Vitanova, G. (2022). Intersectionality for TESOL education: Connecting theory and justice pedagogy. CATESOL Journal, 33(1), 52-64.

Kordabadi, F. S., & Davatgari Asl, H. (2021). An exploratory study of Iranian EFL teachers’ agency: Conceptions and practices. International Journal of Foreign Language Teaching & Research, 2(35), 71-83.

Koster, B., Dengerink, J., Korthagen, F., & Lunenberg, M. (2008). Teacher educators working on their own professional development: Goals, activities and outcomes of a project for the professional development of teacher educators. Teachers and Teaching, 14(5-6), 567-587.

Kramer, M. (2018). Promoting teachers’ agency: Reflective practice as transformative disposition. Reflective Practice, 19(2), 211-224.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Retrieved from https://books.google.at/books

Lipponen, L., & Kumpulainen, K. (2011). Acting as accountable authors: Creating interactional spaces for agency work in teacher education. Teaching and Teacher Education, 27(5), 812-819. Retrieved from https://www.sciencedirect.com/science/article/pii/S0742051X11000023

Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher Education, 65(4), 271-283.

Lunenberg, M., Murray, J., Smith, K., & Vanderlinde, R. (2017). Collaborative teacher educator professional development in Europe: different voices, one goal. Professional Development in Education, 43(4), 556-572. https://doi.org/10.1080/19415257.2016.1206032

Malmberg, L. E., & Hagger, H. (2009). Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day‐to‐day experiences. British Journal of Educational Psychology, 79(4), 677-694.

Malmberg, L. E., Wanner, B., Nordmyr, A. M., & Little, T. (2004). The teachers’ control, agency, and means-ends belief questionnaire (TCAM): Reliability and validity. Abo Academy University.

Maxwell, J. A. (2018). Collecting qualitative data: A realist approach. In U. Flick (Ed.), The Sage Handbook of Qualitative Data Collection (118-225). Sage Publications Ltd.

Metz, M. (2018). The role of teacher educators’ personal histories and motivations in shaping opportunities to learn about social justice. Teachers College Record, 120(7), 1-34.

Molla, T., & Nolan, A. (2020). Teacher agency and professional practice. Teachers and Teaching, 26(1), 67-87.

Motlagh, R. A., Nemati, M., & Karami, H. (2024). Distributed leadership and teacher professional learning: The mediating role of teacher agency in Iranian EFL context. Iranian Journal of Applied Language Studies, 16(1), 135-160.

Pantić, N. (2021). Teachers’ reflection on their agency for change (TRAC): A tool for teacher development and professional inquiry. Teacher Development, 25(2), 136-154.

Philpott, C., & Oates, C. (2017). Teacher agency and professional learning communities; what can be learning rounds in Scotland teach us? Professional Development in Education, 43(3), 318-333. https://doi.org/10.1080/19415257.2016.1180316

Ping, C., Schellings, G., & Beijaard, D. (2018). Teacher educators' professional learning: A literature review. Teaching and Teacher Education, 75, 93-104.

Pyhältö, K., Pietarinen, J., & Soini, T. (2015). Teachers' professional agency and learning from adaption to active modification in the teacher community. Teachers and Teaching: Theory and Practice, 21(7), 811-830. http://dx.doi.org/10.1080/13540602.2014.995483

Quinn, R., & Carl, N. M. (2015). Teacher activist organizations and the development of professional agency. Teachers and Teaching, 21(6), 745-758.

Rasti, A., & Sahragard, R. (2017). Making sense of EFL teacher agency: Insights from an Iran case study. Journal of English Language Teaching and Learning, 9(19), 145-169.

Razmjoo, S. A., & Tajik, F. (2023). Presenting a profile of teacher agency among Iranian EFL university instructors. Applied Research on English Language, 12(3), 111-132.

Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257-267.

Rezaee, A. A., & Seyri, H. (2021). Teacher agency in the context of curriculum reform in the Iranian educational system. Journal of Foreign Language Research, 11(1), 27-46.

Royaei, N., Ghonsooly, B., Ghapanchi, Z., & Ahanchian, M. R. (2023). Scrutinizing the professional agency of EFL teachers: Identifying the contributors and manifestations. Mextesol Journal, 47(2), n2.

Ruan, X. (2018). Engagement and negotiation: Exploring a tertiary female EFL teacher’s professional agency in her career development in PR China. International Journal of Linguistics, Literature and Culture, 4(3), 46-63.

Sewell, J, W. H. (1992). A theory of structure: Duality, agency, and transformation. American Journal of Sociology, 98(1), 1-29.

Smith, K. (2005). Teacher educators’ expertise: what do novice teachers and teacher educators say? Teaching and Teacher Education, 21(2), 177-192.

Tao, J., & Gao, X. A. (2017). Teacher agency and identity commitment in curricular reform. Teaching and Teacher Education, 63, 346-355.

Tao, J., & Gao, X. A. (2021). Language teacher agency. Cambridge University Press.

Ursin, J., Vähäsantanen, K., McAlpine, L., & Hökkä, P. (2020). Emotionally loaded identity and agency in Finnish academic work. Journal of Further and Higher Education, 44(3), 311-325. https://doi.org/10.1080/0309877X.2018.1541971

Virkkunen, J. (2016). Dilemmas in building shared transformative agency. Activates (Vitry-Sur-Seine), 3(1), 26-37. https://doi.org/10.4000/activites.1850

Wei, B., & Chen, N. (2019). Agency at work: two beginning science teachers’ stories in a context of curriculum reform in China. International Journal of Science Education, 41(10), 1287-1302. https://doi.org/10.1080/09500693.2019.1600205

Weng, Z. (2022). From EFL to ESL: Nonlinear development of teacher identity and expertise across contexts. In C.E. Poteau & C. A. Winkle (Eds.), Advocacy for Social and Linguistic Justice in TESOL (pp. 107-120). Routledge.

Wilcox, K. C., & Lawson, H. A. (2018). Teachers’ agency, efficacy, engagement, and emotional resilience during policy innovation implementation. Journal of Educational Change, 19, 181-204. https://doi.org/10.1007/s10833-017-9313-0