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001 978-3-030-65602-7
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007 cr nn 008mamaa
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020 _a9783030656027
024 7 _a10.1007/978-3-030-65602-7
_2doi
040 _aMN-UlMNUE
_bENG
_cMN-UlMNUE
_dMN-UlMNUE
_erda
041 _aENG
050 4 _aLB1705-2286
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_2bicssc
072 7 _aEDU046000
_2bisacsh
072 7 _aJNMT
_2thema
082 0 4 _a370.711
_223
100 1 _aWermke, Wieland.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_91595
245 1 4 _aThe Autonomy Paradox: Teachers’ Perceptions of Self-Governance Across Europe
_h[electronic resource] /
_cby Wieland Wermke, Maija Salokangas.
250 _a1st ed. 2021.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2021.
300 _aXIII, 178 p. 22 illus., 14 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aChapter 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 _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.
650 0 _aTeachers—Training of.
_91408
650 0 _aInternational education .
_91406
650 0 _aComparative education.
650 0 _aEducational sociology.
650 1 4 _aTeaching and Teacher Education.
_91412
650 2 4 _aInternational and Comparative Education.
_91411
650 2 4 _aSociology of Education.
700 1 _aSalokangas, Maija.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_91596
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030656010
776 0 8 _iPrinted edition:
_z9783030656034
776 0 8 _iPrinted edition:
_z9783030656041
856 4 0 _uhttps://doi.org/10.1007/978-3-030-65602-7
942 _2ddc
_cEBOOK
999 _c105271
_d105271