Perceived Autonomy Support in Primary Education in the Netherlands: Differences between Teachers and Their Students

Autor/inn/en	Admiraal, Wilfried; Nieuwenhuis, Gera; Kooij, Yvette; Dijkstra, Tineke; Cloosterman, Ingrid
Titel	Perceived Autonomy Support in Primary Education in the Netherlands: Differences between Teachers and Their Students
Quelle	In: World Journal of Education, 9 (2019) 4, S.1-12 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Elementary Education; Foreign Countries; Differences; Teacher Student Relationship; Elementary School Teachers; Elementary School Students; Personal Autonomy; Professional Autonomy; Grade 4; Grade 5; Grade 6; Teacher Attitudes; Self Determination; Theories; Netherlands + Suchen Sie Ihr Suchwort? Elementarunterricht; Ausland; Unterscheiden; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Individuelle Autonomie; Berufsfreiheit; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Lehrerverhalten; Selbstbestimmung; Theory; Theorie; Niederlande
Abstract	Student autonomy is a much discussed topic in educational practice and research. In this study, primary school teachers reported what they do to support the autonomy of their students and students mentioned how they perceived autonomy in the classroom. From the findings of a focus group, consisting of 10 teachers from the upper years, six aspects of autonomy were extracted: freedom of choice, self-insight, self-expression, curiosity, independence and problem solving. Then, 77 teachers and 497 students completed a questionnaire with items on these six aspects. This questionnaire study shows that both teachers and students indicated that class work is mostly focused on student independence and the least on freedom of choice. Students and teachers differed in the extent to which this was the case: teachers were much more positive about the extent to which they work on their students' autonomy than their students. This applied to all six distinct aspects of autonomy support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01