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Lärarnas avprofessionalisering och autonomins mångtydighet
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Business Studies.
2012 (Swedish)In: Nordiske organisasjonsstudier, ISSN 1501-8237, Vol. 14, no 2, 49-76 p.Article in journal (Refereed) Published
Abstract [sv]

De senaste decenniernas reformer av skolan har enligt de flesta forskare inneburit en avprofessionalisering av lärarkåren. Till stor del handlar detta om förlorad professionell autonomi, friheten att kollegialt inom professionen styra över innehåll, form, kunskapsbas och utvärderingskriterier. Artikeln problematiserar avprofessionaliseringen genom att teoretiskt definiera och empiriskt undersöka professionell autonomi på praxisnivå. Tre nivåer av autonomi identifieras; professionell, kollegial och individuell. Även om den professionella autonomin utmanas finns fortfarande ett stort mått av kollegial och individuell autonomi för lärare i skolan. Artikeln visar att professionsutmaningar slår olika på olika nivåer, paradoxalt nog som en följd av decentraliseringen och den ökade organisatoriska autonomi som decentraliseringen har medfört. En övergripande slutsats är att en tilltagande fragmentering av lärarprofessionen sker, vilket kan förklaras i termer av vilken grad av autonomi som lärarna ges. Detta, i sin tur, kan förklaras av skolledningars och huvudmäns styrambitioner och pedagogiska ideal.  

Abstract [en]

The reforms of the school system in the last decades have, according to many researchers, contributed to increased deprofessionalization of teachers. This is very much a matter of lost professional autonomy, i.e. the professional control of the contents, form, knowledge base and criteria for evaluation of professional activity. The article problematizes deprofessionalization through defining theoretically and studying empirically professional autonomy at the practice level. Three levels of autonomy are identified; professional, collegial and individual. Despite the challenge of professional autonomy, it is argued that many teachers still enjoy substantial collegial and individual autonomy. Thus, the article shows that challenges of professional autonomy may strike differently at different levels, paradoxically enough as a consequence of decentralization and increased organizational autonomy following decentralization. A general conclusion is that a fragmentation of the teaching profession evolves, which can be explained by the degree of autonomy that is given to the teachers. The control ambitions and pedagogical ideals of the local school management and the principal organizers of education explain to what extent the teachers are granted autonomy in their everyday work.

Place, publisher, year, edition, pages
2012. Vol. 14, no 2, 49-76 p.
Keyword [en]
autonomy, decentralization, flexibility, teacher, new public management, profession
Keyword [sv]
autonomi, decentralisering, flexibilitet, lärare, new public management, profession
National Category
Business Administration
Research subject
Business Studies
Identifiers
URN: urn:nbn:se:uu:diva-173444OAI: oai:DiVA.org:uu-173444DiVA: diva2:517664
Available from: 2012-04-24 Created: 2012-04-24 Last updated: 2017-12-07Bibliographically approved

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Frostenson, Magnus

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