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Shifts in curriculum control: contesting ideas of teacher autonomy

Mausethagen, Sølvi; Mølstad, Christina Elde
Journal article, Peer reviewed
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URI
http://hdl.handle.net/11250/2381083
Date
2015
Metadata
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  • Artikkel - fagfellevurdert vitenskapelig / Articles - peer-reviewed [3069]
Original version
NordSTEP 2015, 1: 28520 - http://dx.doi.org/10.3402/nstep.v1.28520   10.3402/nstep.v1.28520
Abstract
This article addresses how the introduction of a more product-oriented curriculum in Norway has challenged

and altered more traditional ideas of teacher autonomy. Based on interview data, the study investigates

prominent perspectives on autonomy through an analysis of how teachers, principals, a district superintendent

and educational administrators perceive the current steering and control through the national curriculum. The

findings show three main perspectives on teacher autonomy as (1) pedagogical freedom and absence of control,

(2) the will and capacity to justify practices and (3) a local responsibility.However, these varying viewpoints are

contested and highlight the multidimensionality of teacher autonomy. These should be discussed in relation to

one another for an increased understanding of the associated and current dilemmas arising in the teaching

profession with the shifts in curriculum control. The findings also shed light on how an increase in local

responsibilities related to student outcomes and school development interferes in the unofficial contract that

has historically existed between teachers and the state.
Description
Nordic Journal of Studies in Educational Policy 2015.#2015 Sølvi Mausethagen and Christina Elde Mølstad. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.
Publisher
Co-Action Publishing
Journal
Nordic Journal of Studies in Educational Policy: NordSTEP

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