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Autonomi som verktyg i lärares kompetensutveckling: Lärares syn på och upplevd grad av professionellt manöverutrymme
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
2018 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
Abstract [sv]

Syftet med den här studien är att undersöka lärares upplevda grad av och syn på autonomi i sin yrkesutövning, inom områdena kompetens-utveckling och klassrumspraktik samt skolan som helhet. I studien ses dessa tre områden som del av övergripande skolutveckling, något som utvecklas i bakgrundskapitlet. Autonomi – i studien definierat som det professionella manöverutrymme inom vilket lärare kan påverka och fatta beslut – och dess potentiella relevans som verktyg inom kompetens-utveckling, och därmed skolutveckling, utgår från self-determination theory, där autonomi tillsammans med kompetens och social tillhörighet ses som centralt för inre motivation. Tidigare forskning visar att lärare värderar sin autonomi högt, men att de inte alltid åtnjuter den, och denna studie bekräftar detta: högst autonomi återfinns i klassrumskontexten, medan lägst grad av inflytande återfinns inom ramen för kompetensutveckling. Det är också inom området kompetensutveckling som störst glapp mellan upplevd och önskad autonomi uttrycks, något som tyder på en underutnyttjad potential. Denna studie bygger på ett mindre dataunderlag (från en enkätundersökning där 70 grundskollärare från två skolor deltog) vilket gör att dess resultat i första kan ses som indikatorer på utgångspunkter för fortsatta och fördjupade studier.    

Abstract [en]

The purpose of this study is to examine which level of autonomy teachers experience and which level they desire in the contexts of professional development, classroom and the school as a whole. In this study, teacher’s professional development is seen as being a part of the overall school development, which is addressed in the background chapter. Autonomy – in the study defined as the degree of professional leeway in which teachers can influence and make decisions – and its potential relevance as a tool in professional development, is grounded in self-determination theory, where autonomy together with competence and social relatedness is seen as central to intrinsic motivation. Earlier research shows that teachers value their autonomy highly, but that they do not always experience it, and this study confirms that: the highest level of autonomy is found within the context of the classroom, while the lowest level of autonomy is found within the context of professional development. It is also in the latter context that the largest difference between experienced and desired level of autonomy is found, something that might suggest an underused potential. This study is based on smaller sample (the survey had 70 participants from two elementary schools), and its results should therefore primarily be seen as indicators, or stepping stones, for continuing and deepened studies.

Place, publisher, year, edition, pages
2018.
Keywords [sv]
lärares autonomi, kompetensutveckling, skolutveckling, self-determination theory, inre motivation, kritisk realism, teacher work-autonomy scale (TWA)
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kau:diva-67912OAI: oai:DiVA.org:kau-67912DiVA, id: diva2:1222205
Educational program
Master programme in Educational Leadership and School Development, 60 hp
Examiners
Available from: 2018-06-21 Created: 2018-06-21 Last updated: 2018-06-21Bibliographically approved

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