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The autonomy paradox = teachers perc...

Wermke, Wieland.

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The autonomy paradox = teachers perceptions of self-governance across Europe /

Record Type:	Electronic resources : Monograph/item
Title/Author:	The autonomy paradox/ by Wieland Wermke, Maija Salokangas.
Reminder of title:	teachers perceptions of self-governance across Europe /
Author:	Wermke, Wieland.
other author:	Salokangas, Maija.
Published:	Cham :Springer International Publishing : : 2021.,
Description:	xiii, 178 p. :ill., digital ;24 cm.
[NT 15003449]:	Chapter 1. Magic Potion -- Chapter 2. Unpacking Teacher Autonomy Theoretically -- Chapter 3. Context Matters -- Chapter 4. Investigating Autonomy Empirically -- Chapter 5. Teacher Autonomy Compared -- Chapter 6. Theorizing Teacher Autonomy from a Comparative Perspective.
Contained By:	Springer Nature eBook
Subject:	Teaching, Freedom of. -
Online resource:	https://doi.org/10.1007/978-3-030-65602-7
ISBN:	9783030656027

The autonomy paradox = teachers perceptions of self-governance across Europe /
Wermke, Wieland.

The autonomy paradoxteachers perceptions of self-governance across Europe /[electronic resource] :by Wieland Wermke, Maija Salokangas. - Cham :Springer International Publishing :2021. - xiii, 178 p. :ill., digital ;24 cm.

Chapter 1. Magic Potion -- Chapter 2. Unpacking Teacher Autonomy Theoretically -- Chapter 3. Context Matters -- Chapter 4. Investigating Autonomy Empirically -- Chapter 5. Teacher Autonomy Compared -- Chapter 6. Theorizing Teacher Autonomy from a Comparative Perspective.

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.

ISBN: 9783030656027

Standard No.: 10.1007/978-3-030-65602-7doiSubjects--Topical Terms:

1988236
Teaching, Freedom of.

LC Class. No.: LC72 / .W476 2021

Dewey Class. No.: 370.711

The autonomy paradox = teachers perceptions of self-governance across Europe /
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245 1 4 $a The autonomy paradox $h [electronic resource] : $b teachers perceptions of self-governance across Europe / $c by Wieland Wermke, Maija Salokangas.
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505 0 $a Chapter 1. Magic Potion -- Chapter 2. Unpacking Teacher Autonomy Theoretically -- Chapter 3. Context Matters -- Chapter 4. Investigating Autonomy Empirically -- Chapter 5. Teacher Autonomy Compared -- Chapter 6. Theorizing Teacher Autonomy from a Comparative Perspective.
520 $a 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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