Levels of autonomy and responsibilities of teachers in Europe.

Institution	Europäische Kommission / EURYDICE
Titel	Levels of autonomy and responsibilities of teachers in Europe. Titel in anderen Sprachen: Responsabilités et autonomie des enseignants en Europe.
Quelle	Brussels: Eurydice (2008), 86 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	92-79-08898-X; 978-92-79-08898-8
DOI	10.2766/35479
Schlagwörter	Evaluation; Autonomie; Schulpolitik; Schulreform; Schule; Schulsystem; Lehrer; Lehrerfortbildung; Schülerbeurteilung; Lernziel; Curriculum; Curriculumreform; Unterrichtsmethode; Unterricht; Verantwortung; Finanzierung; Beruf; Professionalisierung; Arbeitszeit; Internationaler Vergleich; Dezentralisierung; Einflussfaktor; Gewerkschaft; EURYDICE (Bildungsinformationsnetz in der EU); Belgien; Bulgarien; Deutschland; Dänemark; Estland; Europa; Finnland; Frankreich; Griechenland; Großbritannien; Irland; Island; Italien; Lettland; Liechtenstein; Litauen; Luxemburg; Malta; Niederlande; Norwegen; Polen; Portugal; Rumänien; Schweden; Slowakei; Slowenien; Spanien; Tschechische Republik; Ungarn; Zypern; Österreich
Abstract	The purpose of this study is to provide a comparative analysis of whether or not changes in the teaching profession have extended the autonomy and educational responsibilities of teachers. The report consists of six chapters, an annexe and concludes with a synthesis. Chapter 1 deals with the historical and institutional background of the education policies that have effectively placed new responsibilities on teachers. Chapter 2 focuses on how the content of school curricula and teaching objectives are drawn up and the part teachers are expected to play in adapting them. Chapter 3 reports on definitions of working time in employment contracts. Chapter 4 covers the requirements and opportunities associated with continuing professional development (CPD). Chapter 5 deals with the contribution of teachers to the process of reform and educational innovation and examines whether teachers participate individually or collectively in reforms such as those concerned with their terms and working conditions, school curricula and teaching objectives in general. Chapter 6 covers the various measures concerned with accountability and evaluation, including results-based evaluation, and considers their individual and collective aspects. The study covers school education at ISCED levels 1 and 2[ISCED= education level, ISCED 1= elementary level, ISCED 2= secondary level 5-10]. While it relates to public sector schools in all countries, the state-subsidised private sector is also taken into account in the case of Belgium, Ireland and the Netherlands. The reference year for data is 2006/07, but forthcoming reforms are also considered. All Eurydice network countries with the exception of Turkey are covered. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/1