[Bakkenes, I., Vermunt, J., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533-548.10.1016/j.learninstruc.2009.09.001]Search in Google Scholar
[Bakker, A. (2011). An evidence-based model of work engagement. Current Directions in Psychological Science, 20(4), 265-269.10.1177/0963721411414534]Search in Google Scholar
[Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9-44.10.1177/0149206311410606]Search in Google Scholar
[Baxter Magolda, M. (2002). Epistemological reflection: The evolution of epistemological assumptions from age 18 to 30. In B. Hofer, & P. Pintrich (Eds.), Personal Epistemology (pp. 89-102). Mahwah, NJ: LEA.]Search in Google Scholar
[Beeftink, F., Eerde, W., Rutte, C., & Bertrand, J. (2012). Being successful in a creative profession: The role of innovative cognitive style, self-regulation, and self-efficacy. Journal of Business and Psychology, 27(1), 71-81.10.1007/s10869-011-9214-9]Search in Google Scholar
[Bereiter, C. (1980). Development in writing. In L. Gregg, & E. Steinberg (Eds.), Cognitive Processes in Writing (pp. 73-93). Hilsdale, NJ: Lawrence Erlbaum Associates.]Search in Google Scholar
[Billett, S. (2009). Personal epistemologies, work and learning. Educational Research Review, 4(3), 210-219.10.1016/j.edurev.2009.06.001]Search in Google Scholar
[Brownlee, J., Schraw, G., & Berthelsen, D. (Eds.). (2011). Personal epistemology and teacher education. New York: Routledge.]Search in Google Scholar
[Buxton, C., Allexsaht-Snider, M., Kayumova, S., Aghasaleh, R., Choi, Y., & Cohen, A. (2015). Teacher agency and professional learning: Rethinking fidelity of implementation as multiplicities of enactment. Journal of Research in Science Teaching, 52(4), 489-502.10.1002/tea.21223]Search in Google Scholar
[Cacciamani, S., Cesareni, D., Martini, F., Ferrini, T., & Fujita, N. (2012). Influence of participation, facilitator styles, and metacognitive reflection on knowledge building in online university courses. Computers & Education, 58(3), 874-884.10.1016/j.compedu.2011.10.019]Search in Google Scholar
[Caetano, A. (2015). Defining personal reflexivity: A critical reading of Archer’s approach. European Journal of Social Theory, 18(1), 60-75.10.1177/1368431014549684]Search in Google Scholar
[Carney, M., Brendefur, J., Thiede, K., Hughes, G., & Sutton, J. (2014). Statewide mathematics professional development: Teacher knowledge, self-efficacy, and beliefs. Educational Policy. 30(4), 539-572]Search in Google Scholar
[Carver, C., Johnson, S., Joormann, J., & Scheier, M. (2015). An evolving view of the structure of self-regulation. In G. Gendolla, M. Tops, & S. Koole (Eds.), Handbook of biobehavioral approaches to self-regulation (pp. 9-23). New York, NY: Springer New York.]Search in Google Scholar
[Chen, J., Zhang, Y., Zhong, J., Hu, L., & Li, H. (2013). The primacy of the individual versus the collective self: Evidence from an event-related potential study. Neuroscience Letters, 535(0), 30-34.10.1016/j.neulet.2012.11.061]Search in Google Scholar
[Cheng, A., Tang, S., & Cheng, M. (2016). Changing conceptions of teaching: A fouryear learning journey for student teachers. Teachers and Teaching, 22(2), 177-197.10.1080/13540602.2015.1055437]Search in Google Scholar
[Chirkov, V. (2014). The universality of psychological autonomy across cultures: Arguments from developmental and social psychology. In N. Weinstein (Ed.), Human motivation and interpersonal relationships (pp. 27-51). Netherlands: Springer.]Search in Google Scholar
[Coffman, A. (2015). Teacher agency and education policy. The New Educator, 11(4), 322-332.10.1080/1547688X.2015.1087759]Search in Google Scholar
[Damşa, C., Kirschner, P., Andriessen, J., Erkens, G., & Sins, P. (2010). Shared epistemic agency: An empirical study of an emergent construct. Journal of the Learning Sciences, 19(2), 143 - 186.10.1080/10508401003708381]Search in Google Scholar
[De Vries, S., Van de Grift, W., & Jansen, E. (2013). How teachers’ beliefs about learning and teaching relate to their continuing professional development. Teachers and Teaching, 20(3), 1-20.]Search in Google Scholar
[De Witt Huberts, J., Evers, C., & De Ridder, D. (2013). “Because I am worth it”: A theoretical framework and empirical veview of a justification-based account of self regulation failure. Personality and Social Psychology Review, 18(2), 119-38.10.1177/1088868313507533]Search in Google Scholar
[Demir, K., & Ellett, C. (2014). Science teacher self-efficacy beliefs, change processes, and professional development. In R. Evans, J. Luft, C. Czerniak, & C. Pea (Eds.), The role of science teachers’ beliefs in international classrooms (pp. 179-190). Rotterdam: Sense.]Search in Google Scholar
[Dewey, J. (1910). How we think. Lexington, MA: D.C. Heath.10.1037/10903-000]Search in Google Scholar
[Dworkin, G. (2015). The nature of autonomy. Nordic Journal of Studies in Educational Policy, 2, 7-14.10.3402/nstep.v1.28479]Search in Google Scholar
[Ekmekci, A., Corkin, D., & Papakonstantinou, A. (2015). The relationship between teacher related factors and mathematics teachers’ educational beliefs about mathematics. Paper presented at the Proceedings of the 42nd Annual Meeting of the Research Council on Mathematics Learning.]Search in Google Scholar
[Fairbanks, C., Duffy, G., Faircloth, B., H., Y., Levin, B., Rohr, J., & Stein, C. (2010). Beyond knowledge: Exploring why some teachers are more thoughtfully adaptive than others. Journal of Teacher Education, 61(1-2), 161-171.10.1177/0022487109347874]Search in Google Scholar
[Feldman, G., Chandrashekar, S., & Wong, K. (2016). The freedom to excel: Belief in free will predicts better academic performance. Personality and Individual Differences, 90, 377-383.10.1016/j.paid.2015.11.043]Search in Google Scholar
[Frith, C., & Frith, U. (2012). Mechanisms of social cognition. Annual Review of Psychology, 63(1), 287-313.10.1146/annurev-psych-120710-100449]Search in Google Scholar
[Frostenson, M. (2015). Three forms of professional autonomy: De-professionalisation of teachers in a new light. Nordic Journal of Studies in Educational Policy, 2, 20-29.10.3402/nstep.v1.28464]Search in Google Scholar
[Gagné, M., & Bhave, D. (2011). Autonomy in the workplace: An essential ingredient to employee engagement and well-being in every culture. In V. Chirkov, R. Ryan, & K. Sheldon (Eds.), Human Autonomy in Cross-Cultural Context (Vol. 1, pp. 163-187): Springer Netherlands.]Search in Google Scholar
[Glannon, W. (2014). Neuromodulation, agency and autonomy. Brain Topography, 27(1), 46-54.10.1007/s10548-012-0269-3]Search in Google Scholar
[Goller, M., & Billett, S. (2014). Agentic behaviour at work: Crafting learning experiences. In C. Harteis, A. Rausch, & J. Seifried (Eds.), Discourses on Professional Learning (Vol. 9, pp. 25-44): Springer Netherlands.]Search in Google Scholar
[Gröpel, P., Baumeister, R., & Beckmann, J. (2014). Action versus state orientation and self control performance after depletion. Personality and Social Psychology Bulletin, 40(4), 476-487.10.1177/0146167213516636]Search in Google Scholar
[Grossman, R. (2008). Structures for facilitating student reflection. College Teaching, 57(1), 15-22.10.3200/CTCH.57.1.15-22]Search in Google Scholar
[Gu, Q. (2014). The role of relational resilience in teachers’ career-long commitment and effectiveness. Teachers and Teaching, 20(5), 502-529.10.1080/13540602.2014.937961]Search in Google Scholar
[Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49.10.1016/0742-051X(94)00012-U]Search in Google Scholar
[Kazempour, M., & Sadler, T. (2015). Pre-service teachers’ science beliefs, attitudes, and self efficacy: A multi-case study. Teaching Education, 26(3), 247-271.10.1080/10476210.2014.996743]Search in Google Scholar
[Kellogg, R. (1994). The psychology of writing. Oxford: Oxford University Press.]Search in Google Scholar
[King, P., & Kitchener, K. (1994). Developing reflective judgement. San Francisco: Jossey Bass Publishers.]Search in Google Scholar
[Klusmann, U. (2013). Occupational self-regulation. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV project (pp. 291-308). Boston, MA: Springer US.]Search in Google Scholar
[Knaggs, C., & Sondergeld, T. (2015). Science as a learner and as a teacher: Measuring science self-efficacy of elementary preservice teachers. School Science and Mathematics, 115(3), 117-128.10.1111/ssm.12110]Search in Google Scholar
[Kögler, H. (2012). Agency and the other: On the intersubjective roots of self-identity. New Ideas in Psychology, 30(1), 47-64.10.1016/j.newideapsych.2010.03.010]Search in Google Scholar
[Korthagen, F., & Vasalos, A. (2009). From reflection to presence and mindfulness: 30 years of developments concerning the concept of reflection in teacher education. Paper presented at the EARLI Conference Amsterdam.]Search in Google Scholar
[Kuhn, D., Cheney, R., & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development, 15(3), 309-328.10.1016/S0885-2014(00)00030-7]Search in Google Scholar
[Kunter, M., Kleickmann, T., Klusmann, U., & Richter, D. (2013). The development of teachers’ professional competence. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers (Vol. 8, pp. 63-77): Springer US.]Search in Google Scholar
[Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805-820.10.1037/a0032583]Search in Google Scholar
[Lai, C., Li, Z., & Gong, Y. (2016). Teacher agency and professional learning in crosscultural teaching contexts: Accounts of Chinese teachers from international schools in Hong Kong.Teaching and Teacher Education, 54, 12-21.10.1016/j.tate.2015.11.007]Search in Google Scholar
[Lamb, T., & Reinders, H. (Eds.). (2008). Learner and teacher autonomy: Concepts, realities, and responses. John Benjamins Publishing Company.10.1075/aals.1]Search in Google Scholar
[Lee, W., Lee, M., & Bong, M. (2014). Testing interest and self-efficacy as predictors of academic self-regulation and achievement. Contemporary Educational Psychology, 39(2),86-99.10.1016/j.cedpsych.2014.02.002]Search in Google Scholar
[Luttenberg, J., Carpay, T., & Veugelers, W. (2012). Educational reform as a dynamic system of problems and solutions: Towards an analytic instrument. Journal of Educational Change, 14(3), 1-18.]Search in Google Scholar
[Martinussen, R., Ferrari, J., Aitken, M., & Willows, D. (2015). Pre-service teachers’ knowledge of phonemic awareness: Relationship to perceived knowledge, selfefficacy beliefs, and exposure to a multimedia-enhanced lecture. Annals of Dyslexia, 65(3), 142-158.10.1007/s11881-015-0104-0]Search in Google Scholar
[Muis, K., & Franco, G. (2009). Epistemic beliefs: Setting the standards for self-regulated learning. Contemporary Educational Psychology, 34, 306-318.10.1016/j.cedpsych.2009.06.005]Search in Google Scholar
[Nordgren, L., & Chou, E. (2011). The push and pull of temptation: The bidirectional influence of temptation on self-control. Psychological Science, 22(11), 1386-1390.10.1177/0956797611418349]Search in Google Scholar
[O’Keefe, P., & Linnenbrink-Garcia, L. (2014). The role of interest in optimizing performance and self-regulation. Journal of Experimental Social Psychology, 53(0), 70-78.10.1016/j.jesp.2014.02.004]Search in Google Scholar
[OECD. (2005). Teachers matter: Attracting, developing and retaining effective teachers (Final Report).]Search in Google Scholar
[Pantić, N. (2015). A model for study of teacher agency for social justice. Teachers and Teaching, 21(6), 759-778.10.1080/13540602.2015.1044332]Search in Google Scholar
[Phan, H. (2011). Interrelations between self-efficacy and learning approaches: A developmental approach. Educational Psychology, 31(2), 225-246.10.1080/01443410.2010.545050]Search in Google Scholar
[Reeve, J., & Cheon, S. (2016). Teachers become more autonomy supportive after they believe it is easy to do. Psychology of Sport and Exercise, 22, 178-189.10.1016/j.psychsport.2015.08.001]Search in Google Scholar
[Retelsdorf, J., Butler, R., Streblow, L., & Schiefele, U. (2010). Teachers’ goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout. Learning and Instruction, 20(1), 30-46.10.1016/j.learninstruc.2009.01.001]Search in Google Scholar
[Riconscente, M. (2014). Effects of perceived teacher practices on Latino high school students’ interest, self-efficacy, and achievement in mathematics. The Journal of Experimental Education, 82(1), 51-73.10.1080/00220973.2013.813358]Search in Google Scholar
[Ryan, R., & Deci, E. (2011). A self-determination theory perspective on social, institutional, cultural, and economic supports for autonomy and their importance for well-being. In V. Chirkov, R. Ryan, & K. Sheldon (Eds.), Human autonomy in crosscultural context (Vol. 1, pp. 45-64): Springer Netherlands.]Search in Google Scholar
[Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago, IL Open Court.]Search in Google Scholar
[Schiefele, U., & Schaffner, E. (2015). Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Contemporary Educational Psychology, 42, 159-171.10.1016/j.cedpsych.2015.06.005]Search in Google Scholar
[Schiefele, U., Streblow, L., & Retelsdorf, J. (2013). Dimensions of teacher interest and their relations to occupational well-being and instructional practices. Journal for Educational Research Online, 5(1), 7-37.]Search in Google Scholar
[Shim, S., Cho, Y., & Cassady, J. (2013). Goal Structures: The role of teachers’ achievement goals and theories of intelligence. The Journal of Experimental Education, 81(1), 84-104.10.1080/00220973.2011.635168]Search in Google Scholar
[Skaalvik, E., Federici, R., & Klassen, R. (2015). Mathematics achievement and selfefficacy: Relations with motivation for mathematics. International Journal of Educational Research, 72, 129-136.10.1016/j.ijer.2015.06.008]Search in Google Scholar
[Suzawa, G. (2013). The learning teacher: Role of ambiguity in education. Journal of Pedagogy, 2(4), 220-236.10.2478/jped-2013-0012]Search in Google Scholar
[Taboada Barber, A., Buehl, M., Kidd, J., Sturtevant, E., Richey Nuland, L., & Beck, J. (2014). Reading engagement in social studies: Exploring the role of a social studies literacy intervention on reading comprehension, reading self-efficacy, and engagement in middle school students with different language backgrounds. Reading Psychology, 36(1), 31-85.10.1080/02702711.2013.815140]Search in Google Scholar
[Tsamir, P., Tirosh, D., Levenson, E., Tabach, M., & Barkai, R. (2015). Preschool teachers’ knowledge and self-efficacy needed for teaching geometry: Are they related? In B. Pepin & B. Roesken-Winter (Eds.), From beliefs to dynamic affect systems in mathematics education (pp. 319-337): Springer International Publishing.]Search in Google Scholar
[Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.10.1016/S0742-051X(01)00036-1]Search in Google Scholar
[Velthuis, C., Fisser, P., & Pieters, J. (2015). Collaborative curriculum design to increase science teaching self-efficacy: A case study. The Journal of Educational Research, 108(3), 217-225.10.1080/00220671.2013.878299]Search in Google Scholar
[Wang, Y., Tsai, C., & Wei, S. (2015). The sources of science teaching self-efficacy among elementary school teachers: A mediational model approach. International Journal of Science Education, 37(14), 2264-2283.10.1080/09500693.2015.1075077]Search in Google Scholar
[Wermke, W., & Höstfält, G. (2014). Contextualizing teacher autonomy in time and space: A model for comparing various forms of governing the teaching profession. Journal of Curriculum Studies, 46(1), 58-80.10.1080/00220272.2013.812681]Search in Google Scholar
[Yadav, A., Herron, M., & Samarapungavan, A. (2011). Personal epistemology in preservice teacher education. In J. Brownlee, G. Schraw, & D. Berthelsen (Eds.), Personal epistemology and teacher education (pp. 25-39). London: Routledge.]Search in Google Scholar
[Zee, M., Koomen, H., Jellesma, F., Geerlings, J., & De Jong, P. (2016). Inter- and intra-individual differences in teachers’ self-efficacy: A multilevel factor exploration. Journal of School Psychology, 55, 39-56.10.1016/j.jsp.2015.12.003]Search in Google Scholar
[Zohar, A., & Barzilai, S. (2013). A review of research on metacognition in science education: Current and future directions. Studies in Science Education, 49(2), 121-169. 10.1080/03057267.2013.847261]Search in Google Scholar