001435075 000__ 03481cam\a2200577\i\4500
001435075 001__ 1435075
001435075 003__ OCoLC
001435075 005__ 20230309003835.0
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001435075 019__ $$a1244623566
001435075 020__ $$a9783030656027$$q(electronic bk.)
001435075 020__ $$a3030656020$$q(electronic bk.)
001435075 020__ $$z3030656012
001435075 020__ $$z9783030656010
001435075 0247_ $$a10.1007/978-3-030-65602-7$$2doi
001435075 035__ $$aSP(OCoLC)1243349255
001435075 040__ $$aYDX$$beng$$erda$$epn$$cYDX$$dGW5XE$$dEBLCP$$dOCLCO$$dN$T$$dOCLCF$$dUKAHL$$dSFB$$dOCLCQ$$dOCLCO$$dOCLCQ
001435075 049__ $$aISEA
001435075 050_4 $$aLC72
001435075 08204 $$a370.711$$223
001435075 1001_ $$aWermke, Wieland,$$eauthor.
001435075 24514 $$aThe autonomy paradox :$$bteachers perceptions of self-governance across Europe /$$cWieland Wermke, Maija Salokangas.
001435075 264_1 $$aCham, Switzerland :$$bSpringer,$$c[2021]
001435075 300__ $$a1 online resource
001435075 336__ $$atext$$btxt$$2rdacontent
001435075 337__ $$acomputer$$bc$$2rdamedia
001435075 338__ $$aonline resource$$bcr$$2rdacarrier
001435075 504__ $$aIncludes bibliographical references.
001435075 5050_ $$aMagic potion -- Contexts of teaching professions -- The multiple dimensions of teachers' work -- Examining teacher autonomy comparatively -- Educational autonomy -- Social autonomy -- Developmental autonomy -- Administrative autonomy -- Theorizing teacher autonomy from a comparative perspective.
001435075 506__ $$aAccess limited to authorized users.
001435075 520__ $$aWhat do we mean when we speak about teacher autonomy? How free are teachers to go about their work? To answer these complex questions the authors asked thousands of teachers in four national contexts: in Finland, Ireland, Germany and Sweden, what they think autonomy looks like. The resulting book examines teacher autonomy theoretically and empirically, comparing teachers perceptions of their professional autonomy. Utilizing a mixed method approach the authors combine data from a large-scale questionnaire study, teacher interviews, lesson and meeting observations, and workshops that brought together teachers from the four participating countries. All this engagement with teachers revealed that simply increasing their professional autonomy might not lead to desired outcomes. This is because, from a teachers point of view, increased decision-making capacity brings further complexity and risk to their work, and it may instead lead to anxiety, self-restriction, and the eventual rejection of autonomy. These surprising conclusions challenge the increasingly orthodox view that increased autonomy is a desirable end in itself. This is what the authors call the autonomy paradox.
001435075 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed April 7, 2021).
001435075 650_0 $$aTeaching, Freedom of.
001435075 650_0 $$aEducational change.
001435075 650_0 $$aComparative education.
001435075 650_0 $$aAcademic freedom.
001435075 650_0 $$aSchool improvement programs.
001435075 650_6 $$aLiberté de l'enseignement.
001435075 650_6 $$aEnseignement$$xRéforme.
001435075 650_6 $$aÉducation comparée.
001435075 655_0 $$aElectronic books.
001435075 7001_ $$aSalokangas, Maija,$$eauthor.
001435075 77608 $$iPrint version:$$z3030656012$$z9783030656010$$w(OCoLC)1206235755
001435075 852__ $$bebk
001435075 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-65602-7$$zOnline Access$$91397441.1
001435075 909CO $$ooai:library.usi.edu:1435075$$pGLOBAL_SET
001435075 980__ $$aBIB
001435075 980__ $$aEBOOK
001435075 982__ $$aEbook
001435075 983__ $$aOnline
001435075 994__ $$a92$$bISE