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Contextualising teacher autonomy in time and space. A model for comparing various forms of governing the teaching profession
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (STEP)
Stockholms universitet.
2014 (English)In: Journal of Curriculum Studies, Vol. 46, no 1, 58-80 p.Article in journal (Refereed) Published
Abstract [en]

This study aims to develop a model for comparing different forms of teacher autonomy in various national contexts and at different times. Understanding and explaining local differences and global similarities in the teaching profession in a globalized world require conceptions that contribute to further theorization of comparative and international education. Drawing on a governance perspective and building on considerations of curriculum evaluation, the study argues that teacher autonomy is a crucial factor that has to be conceptualized in its national and historical contexts. It presents an examination of the teaching profession from both an institutional and service perspective. In both perspectives, teacher autonomy, framed by curriculum evaluation, can be regarded as both extended and restricted, but not necessarily at the same time. This point of view enables us to discuss different forms of autonomy in relation to each other. To support this idea, the study discusses cases of teachers in various contexts of time and space.

Place, publisher, year, edition, pages
2014. Vol. 46, no 1, 58-80 p.
Keyword [en]
teacher autonomy, curriculum evaluation, teacher professionalism, teacher, comparative education, school governance
National Category
URN: urn:nbn:se:uu:diva-238611DOI: 10.1080/00220272.2013.812681OAI: oai:DiVA.org:uu-238611DiVA: diva2:771553
Available from: 2014-12-14 Created: 2014-12-14 Last updated: 2014-12-14

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Wermke, Wieland
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