This study aims to develop a model for comparing different forms of teacher autonomyin various national contexts and at different times. Understanding and explaining localdifferences and global similarities in the teaching profession in a globalized world requireconceptions that contribute to further theorization of comparative and internationaleducation. Drawing on a governance perspective and building on considerations ofcurriculum evaluation, the study argues that teacher autonomy is a crucial factor that hasto be conceptualized in its national and historical contexts. It presents an examination ofthe teaching profession from both an institutional and service perspective. In both perspectives,teacher autonomy, framed by curriculum evaluation, can be regarded as bothextended and restricted, but not necessarily at the same time. This point of view enablesus to discuss different forms of autonomy in relation to each other. To support this idea,the study discusses cases of teachers in various contexts of time and space.