00939nam0-22003011i-450-99000649670040332120001010000649670FED01000649670(Aleph)000649670FED0100064967020001010d--------km-y0itay50------baitay-------001yy<<The >>developmental consequences of the Arusha Declaration on the tanzanian economyGideon Ephraim SoggaAnn ArborUniversity Microfilms int.1979.IV, 195 p.20 cmDissertazione accademica.330.9678Sogga,Gideon Ephraim244671ITUNINARICAUNIMARCBK990006496700403321XIV E 270520018FSPBCFSPBCDevelopmental consequences of the Arusha Declaration on the tanzanian economy654310UNINAGEN0103419nam 22006255 450 991048330010332120240724093220.09783030656027303065602010.1007/978-3-030-65602-7(CKB)4100000011807316(MiAaPQ)EBC6527484(Au-PeEL)EBL6527484(OCoLC)1245667823(DE-He213)978-3-030-65602-7(EXLCZ)99410000001180731620210324d2021 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierThe Autonomy Paradox: Teachers’ Perceptions of Self-Governance Across Europe /by Wieland Wermke, Maija Salokangas1st ed. 2021.Cham :Springer International Publishing :Imprint: Springer,2021.1 online resource (xiii, 178 pages) illustrations9783030656010 3030656012 Includes bibliographical references.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.TeachersTraining ofInternational educationComparative educationEducational sociologyTeaching and Teacher EducationInternational and Comparative EducationSociology of EducationTeachersTraining of.International education.Comparative education.Educational sociology.Teaching and Teacher Education.International and Comparative Education.Sociology of Education.371.104Wermke Wieland850498Salokangas MaijaMiAaPQMiAaPQMiAaPQBOOK9910483300103321The autonomy paradox1898862UNINA