Freeing Up Teachers to Learn: a case study of teacher autonomy as a tool for reducing educational inequalities in a Montessori school

FORUM ◽  
2016 ◽  
Vol 58 (3) ◽  
pp. 421 ◽  
Author(s):  
MARTYN STEINER
Keyword(s):  
Teacher Autonomy ◽  
Educational Inequalities ◽  
Montessori School

scholarly journals How do we know whether there has been progress in teacher autonomy?

2008 ◽  
Vol 24 (spe) ◽  
pp. 577-599
Author(s):  
Terezinha Maria Sprenger
Keyword(s):  
Activity Theory ◽  
Teacher Autonomy ◽  
Online Course ◽  
Expansive Learning ◽  
Learning Framework ◽  
Classroom Materials ◽  
Expansion Model

This paper presents a case study to illustrate how activity theory (Leontiev 1978; Engeström 1987, 1999) and the expansive learning framework (Engeström 1987, 1999) were used to evaluate the development of teacher autonomy in an online course on preparing EFL classroom materials. It is assumed that the learning by expansion model is similar to conscientização (Freire 1980, 1982), a key element in the development of teacher autonomy, according to the perspective in the study.

When Teacher Autonomy Meets Management Autonomy to Enhance Learner Autonomy

2017 ◽  
Vol 40 (4) ◽  
Author(s):  
Wang Yi
Keyword(s):  
Learner Autonomy ◽  
Teacher Autonomy ◽  
Training Scheme ◽  
Optimal Balance ◽  
Whole Person ◽  
Recent Case Study ◽  
Innovation Project ◽  
Complex Picture ◽  
Collection Methods

AbstractDeveloping learner autonomy (LA) requires a shift of control from teachers to students. This development also relates to teacher autonomy (TA), which requires school managers to relinquish some degree of their own autonomy (MA) to teachers. Thus, a problem arises: how can the three levels of control-shifts co-exist and survive in harmony, and ideally, thrive each in its own way? Based on a recent case study, this paper aims to explore the complexity of the dynamic interaction between these three types of autonomy within an educational hierarchy. The study was conducted in a Chinese secondary school which was promoting whole-person development through a comprehensive innovation project. The participants comprised nine English teachers, the executive director, and the principal. Data collection methods included interviews, observations, and post-lesson discussions. Three issues are addressed in this paper: the principal ’s perceptions of LA, a classroom instruction model to cultivate LA, and a teacher training scheme to facilitate TA. The findings display a complex picture of these issues, and imply the importance of a genuine, shared understanding of the nature of autonomy and the need to carefully ensure the optimal balance among the three types of autonomy in the design and implementation of curriculum innovations.

Addressing inequalities in education: parallels with health

2017 ◽  
Author(s):  
Kirstin Kerr
Keyword(s):  
Educational Inequality ◽  
Local Level ◽  
Educational Inequalities ◽  
Policy Responses ◽  
The Social ◽  
Inequality In Education ◽  
Underlying Causes ◽  
Recent Policy

This chapter examines similarities in patterns of inequality in education and in health. Using England as a case study, it considers broad patterns of educational inequality and recent policy responses to these, emphasising the need for greater understanding of, and engagement with, the underlying causes of educational inequalities. The chapter first provides an overview of patterns of inequality in educational outcomes before discussing policy responses to educational inequalities in England. It argues that a central part of efforts to address educational inequalities must be for education, as a field, to think and act more comprehensively in ways that parallel thinking about the social determinants of health. It also highlights the important role of schools in leading the development of innovative responses to educational inequalities at a local level and concludes with an analysis of overlaps between educational and health inequalities and the responses needed to address these.

scholarly journals Troubled schools in troubled times: How COVID-19 affects educational inequalities and what measures can be taken

2021 ◽  
pp. 147490412110209
Author(s):  
Julia Frohn
Keyword(s):  
Data Analysis ◽  
Distance Learning ◽  
Economically Disadvantaged ◽  
Qualitative Data ◽  
Educational Inequalities ◽  
Qualitative Data Analysis ◽  
Educational Disparities ◽  
Empirical Results ◽  
The World

When discussing possible consequences of the COVID-19 pandemic, it seems certain that the effects of the pandemic will most likely magnify existing educational disparities in Europe and around the world. However, so far, little is known about how the conditions and consequences of distance learning intensify existing dynamics of educational inequalities. This paper aims at answering the question of how educational disadvantages in socially deprived settings are exacerbated through the pandemic. On this basis, it reflects on potential educational practices that can help countering these dynamics. For this study, interviews with teachers in socio-economically disadvantaged ( n = 12) and in privileged settings ( n = 4) were conducted, transcribed and investigated through qualitative data analysis. The data were categorized with reference to Pierre Bourdieu’s theory of capital to analyze and systematize the empirical results. Finally, a case study from the interview material offers options for action that can counteract a possible worsening of educational disadvantages and help (re-)think school and teaching based on the experiences gained during the lockdown.

scholarly journals A CANADIAN TEACHER'S PERCEIVED AUTONOMY AND SELF-CONFIDENCE IN THE MIDST OF AN EDUCATIONAL REFORM

2015 ◽  
Vol 66 (1) ◽  
pp. 42-53
Author(s):  
Audrey Paradis ◽  
Sonja Lutovac ◽  
Raimo Kaasila
Keyword(s):  
Educational Reform ◽  
Key Words ◽  
Professional Autonomy ◽  
Work Life ◽  
Teacher Autonomy ◽  
Teacher Isolation ◽  
Self Confidence ◽  
Narrative Case Study ◽  
The Relationship

Autonomy is essential for teachers’ commitment, satisfaction and retention. However, teacher autonomy is consistently being reduced in the current era of reforms and the sharing of global policies. In this narrative case study, the account of one Canadian teacher (Nora) was examined in relation to how an educational reform influenced her work life in terms of her perceived autonomy and self-confidence. The relation between teacher autonomy and self-confidence was addressed, and the ramifications prompted by the fluctuations in both constructs. The findings suggest that the relationship between Nora’s perceptions of teacher’s professional autonomy and her self-confidence is complex. Nora’s self-confidence was strongly related to her perceived autonomy and the reduction of autonomy triggered significant downward spiralling, leading to isolation. Some discussion on the possible ways to help teachers break this downward spiralling is provided. Finally, this research broadens the collection of stories by teachers on challenges introduced by educational reform and gives voice to teachers suffering in isolation. Key words: educational reform, narrative inquiry, perceived self-confidence, teacher autonomy, teacher isolation.

Multilingualism, Identities and Language Hegemony

2017 ◽  
Vol 2 (2) ◽  
pp. 42-56
Author(s):  
Jing Li ◽  
Danièle Moore
Keyword(s):  
Minority Students ◽  
Ethnic Group ◽  
Ethnic Identities ◽  
Educational Inequalities ◽  
Post Secondary ◽  
Multilingual Students ◽  
Social Positioning ◽  
Social Discourses ◽  
Mandarin Language

This paper presents the findings from a case study of how five post-secondary ethnic multilingual students (three Bai and two Zhuang) at a local university in Southwestern China experience multilingualism and ethnic identities (de)construction and invest themselves in an active negotiation for legitimate membership in mainstream educational Discourses (Gee, 1990, 2012). The authors seek to understand how the perceived hegemony of Mandarin has impacted their social positioning and delegitimized their multilingual assets and ethnic identities in mainstream educational Discourses, and how they managed to negotiate their identities as ethnic multilinguals in different social Discourses. The authors argue that through the legitimate dominance of Mandarin, these students are not merely being positioned as members of a negatively stereotyped ethnic group but also concurrently participating in reconstructing the Mandarin language hegemony in those very Discourses, which runs the risk of further expanding the existing educational inequalities between Han and ethnic minority students..

scholarly journals 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

2020 ◽  
Author(s):  
Janne Elo ◽  
Christina Nygren-Landgärds
Keyword(s):  
Secondary Level ◽  
Teacher Autonomy ◽  
Teacher Accountability ◽  
Global Trends ◽  
Level Of Education ◽  
Teachers Perceptions ◽  
Upper Secondary ◽  
The Cross ◽  
Upper Secondary Level

AbstractRecent 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.

Are ‘Textbooks’ a Barrier for Teacher Autonomy? A Case Study from a Hong Kong Primary School

2007 ◽  
Vol 25 (2) ◽  
pp. 87-102 ◽  
Author(s):  
Chien Chu Ying ◽  
Ingrid Young Thelma Kathryn
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
Teacher Autonomy
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