Electronic Resource

The Autonomy Paradox: Teachers’ Perceptions of Self-Governance Across Europe

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Penilaian

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What do we mean when we speak about teacher autonomy? How free are teachers to go about their work?

To answer these complex questions the authors asked thousands of teachers in four national contexts: in Finland, Ireland, Germany and Sweden, what they think autonomy looks like. The resulting book examines teacher autonomy theoretically and empirically, comparing teachers’ perceptions of their professional autonomy. Utilizing a mixed method approach the authors combine data from a large-scale questionnaire study, teacher interviews, lesson and meeting observations, and workshops that brought together teachers from the four participating countries. All this engagement with teachers revealed that simply increasing their professional autonomy might not lead to desired outcomes. This is because, from a teachers’ point of view, increased decision-making capacity brings further complexity and risk to their work, and it may instead lead to anxiety, self-restriction, and the eventual rejection of autonomy. These surprising conclusions challenge the increasingly orthodox view that increased autonomy is a desirable end in itself. This is what the authors call the autonomy paradox.

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Availability

Inventory Code	Barcode	Call Number	Location	Status
2108000078	EB0003156	370.711 Wer t	Central Library (OPAC)	Available

Detail Information

Series Title

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Call Number

370.711 Wer t

Publisher

: Springer Cham., 2021

Collation

XIII, 178p.:Ill

Language

English

ISBN/ISSN

978-3-030-65602-7

Classification

370.711

Content Type

Ebook

Media Type

-

Carrier Type

online resource

Edition

1

Subject(s)

Comparative education

Specific Detail Info

-

Statement of Responsibility

BRF

Other version/related

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