期刊
SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH
卷 64, 期 5, 页码 706-727出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/00313831.2019.1596975
关键词
Teacher autonomy; teaching profession; decision making; Sweden; Finland
资金
- Vetenskapsradet [2015-01448]
- Swedish Research Council [2015-01448] Funding Source: Swedish Research Council
This article presents the results from a survey investigating 708 Swedish and 1583 Finnish teachers' perceived autonomy with a focus on the teachers' perceptions of who makes the most important decisions in school. Teacher autonomy is seen as exercised at different levels; by teachers individually in the classroom or by teachers as a collective in school; and in different domains of teachers' work, since the degree of decision-making by teachers is likely to differ between educational, social, developmental and administrational issues. Finnish and Swedish teachers' perceived autonomy varied in somewhat different ways between the domains. Finnish teachers generally perceived themselves to be more individually autonomous, while Swedish teachers were more collegially oriented.
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