How Education Policy Is Made Meaningful--A Narrative Exploration of How Teachers Show Autonomy in the Development of Teaching and Learning

Autor/inn/en	Barman, Linda; Josephsson, Staffan; Silén, Charlotte; Bolander-Laksov, Klara
Titel	How Education Policy Is Made Meaningful--A Narrative Exploration of How Teachers Show Autonomy in the Development of Teaching and Learning
Quelle	In: Higher Education Research and Development, 35 (2016) 6, S.1111-1124 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2016.1144571
Schlagwörter	Foreign Countries; Educational Policy; Professional Autonomy; Higher Education; College Faculty; Communities of Practice; Educational Change; Health Education; Evidence Based Practice; Teacher Attitudes; Attitude Change; Student Centered Learning; Educational Quality; Accountability; Teacher Effectiveness; Universities; Hospitals; Teaching Conditions; Personal Narratives; Observation; Interviews; Qualitative Research; Sweden + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Berufsfreiheit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Community; Bildungsreform; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Quality of education; Bildungsqualität; Verantwortung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; University; Universität; Krankengymnast; Krankenhaus; Lehrbedingungen; Unterrichtsbedingungen; Erlebniserzählung; Beobachtung; Interviewing; Interviewtechnik; Qualitative Forschung; Schweden
Abstract	This study addresses how the autonomy of teachers in higher education, in relation to education policy and reform, can be understood. By taking a narrative-in-action approach, we studied health profession teachers' activities and reasoning within their ongoing practice during one year. The findings show how the teachers created their own policies and in what way these policies became meaningful. As teachers in this study continuously made changes, the joint creation of policies contributed to their sense of togetherness and the re-building of a community of practice. In parallel, they increased the evidence-based standards related to their discipline and experienced a shift in perspective concerning teaching and learning. The importance of their jointly made policies can be explained by how they learned a student-learning view together, and built on their own ideas of what educational matters needed to be developed. At the same time, their activities and reasoning mirror "a debated but yet prevailing view" on the discourse of quality and a number of ideals thereof such as transparency and standardisation, effective teaching and increased academisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01