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Search Results for 'Teacher autonomy' (Keyword)
5 items found 1 / 1
1   |   From section Trends in Teacher Education
Negotiating Scripts, Humanizing Practice: Remaking Methods Instruction in an Era of Standardization
This paper highlights two key problems of practice the author faced as the instructor of an elementary literacy methods class for Teach for America corps members in a large, northeastern city during an era characterized by strict state and district control: the deficit perspectives the corps members held of their students and the lack of autonomy they experienced as educators. The author concludes by discussing the implications of this work with particular attention to (1) how various institutions frame teaching and learning, (2) the role of methods courses in interrupting these frames, and (3) the pedagogical possibilities inherent in doing so for both students and teachers.
Publication Year: 2016    |    Updated in ITEC: August 14, 2017
2   |   From section Preservice Teachers
The ABC of Motivation in Teacher Education: Supporting Psychological Needs and Developing Autonomous Motivation for Teaching among Pre-service Teachers
This article points the need to address the issue of pre-service teachers’ motivation from their first year of study. It is important to preserve the positive autonomous motivation to engage in the teaching profession, but also to create the conditions to facilitate internalization processes of the teaching profession, so that the extrinsic motivations typifying some pre-service teachers become autonomous. Self-Determination Theory (SDT) and its educational implications can serve as a platform to lead such processes in teacher education institutions. According to SDT, people have three innate and universal psychological needs, i.e., Autonomy, Belongingness and Competence, which are the ABC of quality motivation. Fulfillment of these needs contributes to students’ optimal development, functioning, and wellbeing.
Publication Year: 2017    |    Updated in ITEC: April 30, 2017
3   |   From section Beginning Teachers
Professionalism and the Post-Performative Teacher: New Teachers Reflect on Autonomy and Accountability in the English School System
This study explores the developing professional identity of a new generation of teachers, largely educated during the growth era of ‘performative schooling’ of the 1990s.The article draws specifically on the English experience of reforms in the management of schools and teacher education. The author concludes that these teachers are aware of the potential conflicts between the demands of accountability and the desire for autonomy, but are generally comfortable with the balance they feel able to strike between these.
Publication Year: 2011    |    Updated in ITEC: July 1, 2013
4   |   From section Instruction in Teacher Training
Constrained Professionalism: Dilemmas of Teaching in the Face of Test-Based Accountability
This case study examines the classroom instruction of an experienced teacher in an elementary school where the principal supported teachers’ autonomy and authority over curriculum and instruction. The results demonstrate how teachers’ professional discretion is being minimized in subtle yet consequential ways amid high-stakes testing, even in subject areas not tested by the state. Constrained professionalism represents a new situation in which teachers retain autonomy in classroom practices. However, their decisions are significantly circumscribed by contextual pressures and time demands that devalue their professional experience, judgment, and expertise.
Publication Year: 2009    |    Updated in ITEC: October 27, 2013
5   |   From section Professional Development
Towards a New Professionalism in School? A Comparative Study of Teacher Autonomy in Norway and Sweden
The authors argue that both individual teacher autonomy at the local workplace and autonomy at the national level embracing teachers as a collective group are important in analysing teachers’ professional autonomy. In comparing teachers’ professional autonomy they differentiate between processes of individualisation and collectivisation. Their analysis indicates, although intra-national differences, that the difference between Norwegian and Swedish teachers is striking.
Publication Year: 2007    |    Updated in ITEC: December 7, 2010