Teachers' perceptions of autonomy in the tensions between a subject focus and a cross-curricular school profile: A case study of a Finnish upper secondary school.
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| Title: | Teachers' perceptions of autonomy in the tensions between a subject focus and a cross-curricular school profile: A case study of a Finnish upper secondary school. |
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| Authors: | Elo, Janne1 janne.elo@abo.fi, Nygren-Landgärds, Christina1,2 |
| Source: | Journal of Educational Change. Aug2021, Vol. 22 Issue 3, p423-445. 23p. 1 Chart. |
| Subject Terms: | *Interdisciplinary education, *Freedom of teaching, *Curriculum planning, *Sensory perception |
| Geographic Terms: | Finland |
| Abstract: | Recent research has indicated global trends of decreasing teacher autonomy and increasing teacher accountability. Standardised national tests have been identified as one of many factors constraining teacher autonomy. Another trend influencing teachers' scope of action is the profiling and branding of schools that compete for students. This qualitative case study concerns the general upper secondary level in Finland, the only level of education in the country with a high-stakes final examination—the matriculation exam. The upper secondary level is generally regarded as Finland's most subject-focused level of education. In contrast to this subject-focused tradition, the case school for this research has developed a cross-curricular profile emphasising creativity, boundary crossing and an outward orientated approach. The study explores the teachers' perceptions of how their autonomy is constrained in this context characterised by tensions between the cross-curricular school profile on one hand, and the subject-focused tradition and student evaluations on the other. Although one might expect these tensions to constrain teacher autonomy, the results show that the teachers, in fact, experience the cross-curricular school profile as increasing their individual autonomy. The study demonstrates that upper secondary teachers can experience extensive autonomy despite global trends of increasing teacher accountability and diminishing teacher autonomy. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Educational Change is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 151566729 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teachers' perceptions of autonomy in the tensions between a subject focus and a cross-curricular school profile: A case study of a Finnish upper secondary school. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Elo%2C+Janne%22">Elo, Janne</searchLink><relatesTo>1</relatesTo><i> janne.elo@abo.fi</i><br /><searchLink fieldCode="AR" term="%22Nygren-Landgärds%2C+Christina%22">Nygren-Landgärds, Christina</searchLink><relatesTo>1,2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Change%22">Journal of Educational Change</searchLink>. Aug2021, Vol. 22 Issue 3, p423-445. 23p. 1 Chart. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Freedom+of+teaching%22">Freedom of teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Sensory+perception%22">Sensory perception</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Finland%22">Finland</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Recent research has indicated global trends of decreasing teacher autonomy and increasing teacher accountability. Standardised national tests have been identified as one of many factors constraining teacher autonomy. Another trend influencing teachers' scope of action is the profiling and branding of schools that compete for students. This qualitative case study concerns the general upper secondary level in Finland, the only level of education in the country with a high-stakes final examination—the matriculation exam. The upper secondary level is generally regarded as Finland's most subject-focused level of education. In contrast to this subject-focused tradition, the case school for this research has developed a cross-curricular profile emphasising creativity, boundary crossing and an outward orientated approach. The study explores the teachers' perceptions of how their autonomy is constrained in this context characterised by tensions between the cross-curricular school profile on one hand, and the subject-focused tradition and student evaluations on the other. Although one might expect these tensions to constrain teacher autonomy, the results show that the teachers, in fact, experience the cross-curricular school profile as increasing their individual autonomy. The study demonstrates that upper secondary teachers can experience extensive autonomy despite global trends of increasing teacher accountability and diminishing teacher autonomy. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Educational Change is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=151566729 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10833-020-09412-0 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 423 Subjects: – SubjectFull: Interdisciplinary education Type: general – SubjectFull: Freedom of teaching Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: Sensory perception Type: general – SubjectFull: Finland Type: general Titles: – TitleFull: Teachers' perceptions of autonomy in the tensions between a subject focus and a cross-curricular school profile: A case study of a Finnish upper secondary school. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Elo, Janne – PersonEntity: Name: NameFull: Nygren-Landgärds, Christina IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 13892843 Numbering: – Type: volume Value: 22 – Type: issue Value: 3 Titles: – TitleFull: Journal of Educational Change Type: main |
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