Lärares professionella autonomi under New Public Managementepoken (original) (raw)
Related papers
Teacher autonomy in the era of New Public Management
This article examines how upper secondary school teachers perceive and respond to the consequences for their professional autonomy of recent school reforms and restructurings. Based on empirical material from interviews of 119 teachers in three studies conducted between 2002 and 2014, the findings indicate that teacher autonomy has been reduced by school reforms and restructurings since the late 1980s. Regardless of their individual aims, these reforms have collectively created a power structure that distributes power to the state, municipalities, principals and the school market, including 'customers', that is, students, at the expense of teacher autonomy. Teacher agency follows certain policies at the discourse level, such as decentralisation and management by objectives and results, but in practice seems to be based on individuals' and groups' capacities to exploit opportunities for agency in combination with more or less facilitative management and organisation cultures. This development is multifaceted and varies locally, but the overall trend can be described as a shift from occupational to organisational professionalism and from 'licensed' to 'regulated' autonomy but emphasising the influence of market logics.
Teacher Autonomy: A Professional Hazard?
Paideusis, 2020
Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.
This paper considers four notions of teacher professionalism -traditional, managerial, collaborative and democratic professionalism. While its focus is on England, the increasing convergence of education policy around the world means that its discussion and arguments have much wider relevance. The paper begins by outlining the different sociological approaches to defining professionalism, but highlights how, in practice, in most countries the characteristics of a profession are now determined to a large extent by the state. It goes on to document the policy developments that have challenged the traditional professionalism in place in England from the 1950s until the mid-1970s to establish a new managerial professionalism. These developments are linked to the 'New Right' concern from the 1980s to reform the public sector through marketisation and increased surveillance by the state, but the paper also notes the need to acknowledge separate from this the failure of teachers to deliver what society required of them under traditional professionalism. Rather than seek a return to these ways of working, the paper suggests that teachers should take the opportunities opened up by the Conservative and New Labour reforms of the last two decades to move towards a collaborative professionalism. Such professionalism would entail closer working between teachers and other members of the school workforce, such as teaching assistants, as well as professionals from other services concerned with children and young people. The paper concludes, however, that the education community should not be content with collaborative professionalism, but seek to move towards a democratic professionalism, which would entail working not only with other professional groups, but other stakeholders as well -including business, parents and pupils. This means being sensitive to a wide range of stakeholders, some of whose voices have traditionally been silent in education decision making.
Primary School Teachers’ Views on Their Autonomy
Innovative Issues and Approaches in Social Sciences, 2016
In the paper we discuss primary school teachers' views of their own autonomy. In the introduction we present the theoretical premises and the views of different authors. In spite of the different views on understanding teacher's autonomy, it can be summed up it is a complex, multi-layered and important factor of teacher's activities. It appears at different levels and relations in the education process. Here we highlight the significance of decentralisation of school that influences teacher's authority and tasks, as with decentralisation the power and responsibility of decision-making is transferred from the national to the school level, which means the significance of school autonomy-and thus also of teachers' autonomy-is strengthened. In the second part the results of an empirical study carried out on the sample of 104 primary school teachers from 30 randomly selected basic schools in Slovenia are presented. We found primary school teachers estimate they are autonomous in their work. To the largest extent teacher's autonomy is influenced by regulation in education, by the curriculum, and by professional qualifications, and the least by parents. They link their own autonomy to independence in making decisions about choosing the methods of teaching and the selection of teaching resources they use at the performance level of teaching. According to the estimate of surveyed teachers they have less autonomy in selecting textbooks, which can be attributed to enforcing the policy of joint procurement and to the decisions of school authorities regarding the introduction of the latter into school practice.
Everybody Has Their Own Image: Teacher Autonomy of the University Teachers
Rural Environment. Education. Personality (REEP)
Teacher autonomy is defined as teachers’ freedom to make their own decisions about the curriculum, their professional development, and their participation in the administrative decision-making processes. The term teacher autonomy is commonly discussed in the context of primary and secondary schools. However, it is also important to understand how faculty members perceive and experience their teacher autonomy to empower them professionally. As a result, the aim of this research is to understand how the university teachers define and experience teacher autonomy. The data of this basic qualitative research were collected through an open-ended survey and semi-structured interviews. The survey data were collected from nine participants and the interview data were collected from four participants. The data were analysed with thematic analysis. The results showed that teacher autonomy means being free to make decisions, taking responsibility, freedom and having the trust in the professiona...
Challenges of Teacher Autonomy for Professional Competence
2021
Teacher autonomy is essential for their professional competence. Unless they are accountable at their profession, there will not be any positive output in the domain of teaching and learning. The main objectives of this study were to explore the teachers' perceptions on the impact of teacher autonomy in enhancing their professional competences, to identify how far the level of teacher autonomy affects the professional competences of the teachers, and to investigate the existing practices of teacher autonomy at Tribhuvan University. The phenomenological research design was adopted to accomplish this study. Ten English teachers at least 2 from each of 5constituent colleges of Tribhuvan University were selected as a sample using purposive non-random sampling procedure to collect data. Semi-structured in-depth interview and classroom observations were administered as tools to elicit data to address the objectives of this study. The findings were obsolete of teaching and learning act...
How autonomous should schools be? Research based on teacher opinions
International Journal of Human Sciences, 2016
The study intended to contribute to the quality of schools and teachers with the help of suggestions obtained from data and to shed light on regulations in school autonomy. Qualitative research method, which was thought to be more convenient to examine cases in depth, was used in this study and phenomenology was adopted. In order to provide maximum diversity, twenty four voluntary teachers were chosen from preschool (5 teachers), primary school (7 teachers), secondary school (7 teachers) and high school (5 teachers). Following results were obtained related to more effective school management: Decisions related to teacher dismissal and dismissal of other staff should be taken by upper educational managers and not by schools; schools should be given full autonomy in making decisions about duties and responsibilities of school managers, giving overtime to teachers and other staff, paying for additional courses, choosing school managers, appointing substitutes for absent teachers and other staff and deciding the duties and responsibilities of teachers and other staff. Before schools and teachers are provided with more autonomy, effective, sufficient and qualified school managers should be selected, trained and assigned. Financial issues should be audited externally and controlled carefully.