LEADER 03419nam 22006255 450 001 9910483300103321 005 20240724093220.0 010 $a9783030656027 010 $a3030656020 024 7 $a10.1007/978-3-030-65602-7 035 $a(CKB)4100000011807316 035 $a(MiAaPQ)EBC6527484 035 $a(Au-PeEL)EBL6527484 035 $a(OCoLC)1245667823 035 $a(DE-He213)978-3-030-65602-7 035 $a(EXLCZ)994100000011807316 100 $a20210324d2021 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe Autonomy Paradox: Teachers? Perceptions of Self-Governance Across Europe /$fby Wieland Wermke, Maija Salokangas 205 $a1st ed. 2021. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2021. 215 $a1 online resource (xiii, 178 pages) $cillustrations 311 08$a9783030656010 311 08$a3030656012 320 $aIncludes bibliographical references. 327 $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. 330 $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. 606 $aTeachers$xTraining of 606 $aInternational education 606 $aComparative education 606 $aEducational sociology 606 $aTeaching and Teacher Education 606 $aInternational and Comparative Education 606 $aSociology of Education 615 0$aTeachers$xTraining of. 615 0$aInternational education. 615 0$aComparative education. 615 0$aEducational sociology. 615 14$aTeaching and Teacher Education. 615 24$aInternational and Comparative Education. 615 24$aSociology of Education. 676 $a371.104 700 $aWermke$b Wieland$0850498 702 $aSalokangas$b Maija 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910483300103321 996 $aThe autonomy paradox$91898862 997 $aUNINA