Towards a Relational Understanding of Teacher Autonomy: The Role of Trust for Canadian and Finnish Teachers

Autor/inn/en	Paradis, Audrey; Lutovac, Sonja; Jokikokko, Katri; Kaasila, Raimo
Titel	Towards a Relational Understanding of Teacher Autonomy: The Role of Trust for Canadian and Finnish Teachers
Quelle	In: Research in Comparative and International Education, 14 (2019) 3, S.394-411 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499919864252
Schlagwörter	Professional Autonomy; Foreign Countries; Trust (Psychology); Teacher Attitudes; Secondary School Teachers; Mathematics Teachers; Teacher Empowerment; Professional Identity; Self Efficacy; Interprofessional Relationship; Teacher Administrator Relationship; Parent Teacher Cooperation; Principals; Educational Environment; Cultural Context; Canada; Finland + Suchen Sie Ihr Suchwort? Berufsfreiheit; Ausland; Lehrerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Principal; Schulleiter; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kanada; Finnland
Abstract	We argue that teacher autonomy should be conceptualised differently from its current form, that confines teacher autonomy to the individual, or to freedom from control. Here, we investigate the role of trust concerning teachers' perceptions of their own autonomy, embedded in differing contexts and relations. To display contextual variations, we study qualitatively a sample of Canadian and Finnish upper-secondary school mathematics teachers. Our findings reveal that trust plays a decisive role in whether teachers feel autonomous or not, and that trust plays a central role in relationships teachers have at work. Furthermore, trust is articulated differently according to the teachers' context. Based on our findings, we argue that a reconceptualisation of teacher autonomy is needed. A relational conceptualisation of teacher autonomy, highlights its inherent relationality and contextual sensitivity, provides new insight into the teachers' work, and supports more empowering ways for teachers to exert a proactive influence on their autonomy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01