語系:
繁體中文
English
說明(常見問題)
圖資館首頁
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
The autonomy paradoxteachers percept...
~
Salokangas, Maija.
The autonomy paradoxteachers perceptions of self-governance across Europe /
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
The autonomy paradoxby Wieland Wermke, Maija Salokangas.
其他題名:
teachers perceptions of self-governance across Europe /
作者:
Wermke, Wieland.
其他作者:
Salokangas, Maija.
出版者:
Cham :Springer International Publishing :2021.
面頁冊數:
xiii, 178 p. :ill., digital ;24 cm.
Contained By:
Springer Nature eBook
標題:
Teaching, Freedom of.
電子資源:
https://doi.org/10.1007/978-3-030-65602-7
ISBN:
9783030656027$q(electronic bk.)
The autonomy paradoxteachers perceptions of self-governance across Europe /
Wermke, Wieland.
The autonomy paradox
teachers perceptions of self-governance across Europe /[electronic resource] :by Wieland Wermke, Maija Salokangas. - Cham :Springer International Publishing :2021. - xiii, 178 p. :ill., digital ;24 cm.
Chapter 1. Magic Potion -- Chapter 2. Unpacking Teacher Autonomy Theoretically -- Chapter 3. Context Matters -- Chapter 4. Investigating Autonomy Empirically -- Chapter 5. Teacher Autonomy Compared -- Chapter 6. Theorizing Teacher Autonomy from a Comparative Perspective.
What do we mean when we speak about teacher autonomy? How free are teachers to go about their work? To answer these complex questions the authors asked thousands of teachers in four national contexts: in Finland, Ireland, Germany and Sweden, what they think autonomy looks like. The resulting book examines teacher autonomy theoretically and empirically, comparing teachers' perceptions of their professional autonomy. Utilizing a mixed method approach the authors combine data from a large-scale questionnaire study, teacher interviews, lesson and meeting observations, and workshops that brought together teachers from the four participating countries. All this engagement with teachers revealed that simply increasing their professional autonomy might not lead to desired outcomes. This is because, from a teachers' point of view, increased decision-making capacity brings further complexity and risk to their work, and it may instead lead to anxiety, self-restriction, and the eventual rejection of autonomy. These surprising conclusions challenge the increasingly orthodox view that increased autonomy is a desirable end in itself. This is what the authors call the autonomy paradox.
ISBN: 9783030656027$q(electronic bk.)
Standard No.: 10.1007/978-3-030-65602-7doiSubjects--Topical Terms:
622871
Teaching, Freedom of.
LC Class. No.: LC72 / .W476 2021
Dewey Class. No.: 370.711
The autonomy paradoxteachers perceptions of self-governance across Europe /
LDR
:02465nmm a2200325 a 4500
001
599451
003
DE-He213
005
20210705141316.0
006
m d
007
cr nn 008maaau
008
211027s2021 sz s 0 eng d
020
$a
9783030656027$q(electronic bk.)
020
$a
9783030656010$q(paper)
024
7
$a
10.1007/978-3-030-65602-7
$2
doi
035
$a
978-3-030-65602-7
040
$a
GP
$c
GP
041
0
$a
eng
050
4
$a
LC72
$b
.W476 2021
072
7
$a
JNMT
$2
bicssc
072
7
$a
EDU046000
$2
bisacsh
072
7
$a
JNMT
$2
thema
082
0 4
$a
370.711
$2
23
090
$a
LC72
$b
.W489 2021
100
1
$a
Wermke, Wieland.
$3
893620
245
1 4
$a
The autonomy paradox
$h
[electronic resource] :
$b
teachers perceptions of self-governance across Europe /
$c
by Wieland Wermke, Maija Salokangas.
260
$a
Cham :
$b
Springer International Publishing :
$b
Imprint: Springer,
$c
2021.
300
$a
xiii, 178 p. :
$b
ill., digital ;
$c
24 cm.
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.
650
0
$a
Teaching, Freedom of.
$3
622871
650
0
$a
Educational change.
$3
249593
650
0
$a
Comparative education.
$3
179373
650
1 4
$a
Teaching and Teacher Education.
$3
338703
650
2 4
$a
International and Comparative Education.
$3
338769
650
2 4
$a
Sociology of Education.
$3
338784
700
1
$a
Salokangas, Maija.
$3
893621
710
2
$a
SpringerLink (Online service)
$3
273601
773
0
$t
Springer Nature eBook
856
4 0
$u
https://doi.org/10.1007/978-3-030-65602-7
950
$a
Education (SpringerNature-41171)
筆 0 讀者評論
全部
電子館藏
館藏
1 筆 • 頁數 1 •
1
條碼號
館藏地
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
000000198075
電子館藏
1圖書
電子書
EB LC72 .W489 2021 2021
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
多媒體檔案
https://doi.org/10.1007/978-3-030-65602-7
評論
新增評論
分享你的心得
Export
取書館別
處理中
...
變更密碼
登入