Decision-Making and Control: Perceived Autonomy of Teachers in Germany and Sweden

Autor/inn/en	Wermke, Wieland; Olason Rick, Sigrid; Salokangas, Maija
Titel	Decision-Making and Control: Perceived Autonomy of Teachers in Germany and Sweden
Quelle	In: Journal of Curriculum Studies, 51 (2019) 3, S.306-325 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wermke, Wieland)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2018.1482960
Schlagwörter	Decision Making; Professional Autonomy; Foreign Countries; Comparative Education; Teacher Attitudes; Germany; Sweden + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Berufsfreiheit; Ausland; Vergleichende Erziehungswissenschaft; Lehrerverhalten; Deutschland; Schweden
Abstract	Teacher autonomy has become an increasingly popular research topic over the past decade, reflecting wider national and global education trends. In this light, this article investigates and compares the perceptions of German and Swedish teachers concerning their professional autonomy. We analyse teachers' perceptions using a grid, and view teacher autonomy as a multidimensional phenomenon taking place in different domains (educational, social, developmental and administrative) and at different levels (classroom, school, profession). The findings show that the teachers interviewed in Germany and Sweden value autonomy in various domains and dimensions differently, even if there also are many similarities. In instruction, that is, the educational autonomy domain, they perceive themselves to be very autonomous, in particular in relation to choices of content and method. Autonomous work in the classroom arena is also seen as the very core of the teaching profession. Overall, German teachers perceive themselves to be significantly involved in more areas of their work, and they refer much more to decisions which are to be made, whereas their Swedish colleagues are more concerned about control. Finally, we discuss the findings in relation to different nation-specific forms of extended or restricted autonomy teacher autonomy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01