The decline of teacher autonomy: Tears or cheers?

Autor/in	Anderson, Lorin W.
Titel	The decline of teacher autonomy: Tears or cheers?
Quelle	In: International review of education, (1987) 3, S.357-373Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/BF00615308
Schlagwörter	Teacher Evaluation; School Principal; Classroom Observation; Teacher Experience; School Administrator
Abstract	Abstract In the United States teacher autonomy has been declining for at least a decade. This decline can be attributed in large part to three factors. First, uniform staff development programmes based on research on effective teaching have become widespread. Second, classroom observations have become an integral part of imposed teacher evaluations. Third, school principals have been called on to assume the role of ‘instructional leader’. While some may perceive the decline of teacher autonomy negatively, at least two benefits of this decline have been identified. First, a ‘common language’ by which teachers can discuss the problems and potential of instruction and teaching among themselves and with school administrators is developing. Second, the likelihood that teachers will achieve a truly professional status is enhanced. Many educators write as if the natural result of a decline in teacher autonomy is standardization; that is, the cloning of teachers. This article negates such pessimism. Teacher autonomy, like many educational variables, exists along a continuum. As a consequence, a midpoint on the autonomy continuum — a balance between uniqueness and standardization, between license and responsibility — is the desirable state of affairs. Finally, autonomy should be earned by teachers, not simply given to them. In this regard, greater concern should be given to teachers' preparation for, and induction into, their roles as school teachers. Similarly, increases in autonomy should mirror increases in teacher status; status defined in terms of teacher experience, expertise, and excellence.
Erfasst von	OLC
Update	2023/2/05