Introduction: Teacher Education for Self-Access

This issue, featuring five papers, focuses on teacher education for self-access and outside-class support. Since teachers’ beliefs are shaped by their experiences (Lamb, 2019), and teachers who have experienced autonomous and self-regulated learning are more likely to effectively foster these skills in their students (Little, 1995; Magno e Silva, 2018), this journal issue highlights how teacher training can provide that experience. As teacher education extends beyond formal training at teacher training colleges, this issue also includes papers discussing factors that are conducive to professional development and the promotion of learner autonomy, such as in-service teacher well-being and collaborative learning. The papers describe practices and research that were conducted in Hungary, Nigeria, Thailand, and Türkiye.