课程政策与教学规划:教师在不同学校情境下的自主性

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Alessandra Dieudé, T. Prøitz
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引用次数: 6

摘要

促进学校多样性和选择的国际趋势重塑了整个欧洲的教育,导致所有权结构和治理结构的多样性。最近,这种情况也可以在国有和管理公立学校历史悠久的欧洲国家看到,比如北欧国家。本文的目的是在一个有着“一所公立学校为所有人”悠久传统的国家背景下,探索公立和独立学校教师工作中的自主性和课程控制。这篇文章引用了对华尔道夫学校、IB学校和挪威公立学校的学校领导和教师的采访,以及对当地学校文件的分析。分析表明,不同的学校情境呈现出课程控制和教师自主的不同和重叠特征。所有学校都适应了教育成果管理制度,然而,学校背景下的教师自主权似乎有所不同。教师自主性更多地与教师的实践有关,而不是所需的教育成果。这项研究表明,旨在实现学校教育标准化的政策可能与不同性质的独立学校提供的教育多样性的政策意图相冲突。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Curriculum policy and instructional planning: Teachers’ autonomy across various school contexts
International trends promoting school diversity and choice have reshaped education across Europe, leading towards a multiplicity in ownership structures and varied governance configurations. More recently, this can also be seen in European countries with a long history of state-owned and governed public schools, such as in the Nordic states. The aim of this article is to explore autonomy and curriculum control in teacher’s work in public and independent schools within a country context where there are long traditions of ‘one public school for all’. The article draws on interviews with school leaders and teachers on a Waldorf school, an IB school, and a Norwegian public school as well as analysis of local school documents. The analysis shows that varying school contexts present both different and overlapping characteristics of curriculum control and teacher autonomy. All schools have accommodated to educational outcome governed regimes, however, teacher autonomy in the school context appears to differ. Teacher autonomy is more related to teachers’ practices, not the educational outcomes required. The study shows how policies intending for the standardisation of schooling may work in conflict with policy intentions of educational diversity, provided by independent schools of different character.
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来源期刊
European Educational Research Journal
European Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
10.50%
发文量
33
期刊介绍: The European Educational Research Journal (EERJ) is a scientific journal interested in the changing landscape of education research across Europe. Education research increasingly crosses the borders of the national through its subjects of study, scholarly collaborations and references. The EERJ publishes education research papers and special issues which include a reflection on how the European context and other related global or regional dynamics shape their educational research topics. The European Educational Research Journal publishes double-blind peer-reviewed papers in special issues and as individual articles. The EERJ reviews submitted papers on the basis of the quality of their argument, the contemporary nature of their work, and the level of ''speaking'' to the European audience. Policy-makers, administrators and practitioners with an interest in European issues are now invited to subscribe. The EERJ publishes peer reviewed articles, essay reviews and research reports (forms of research intelligence across Europe)
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