Salokangas, Maija and Wermke, Wieland (2020) Unpacking autonomy for empirical comparative investigation. Oxford Review of Education, 46 (5). pp. 563-581. ISSN 0305-4985

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Abstract

Teacher autonomy has been a topic of growing interest over recent decades. However, what teacher autonomy means remains work in progress. Drawing from existing conceptualisations, which consider teacher autonomy as a multidimensional and context-dependent phenomenon this paper presents an analytical device applicable in international comparative studies. The conceptualisation is presented in the form of a matrix, which distinguishes different domains and levels of teacher autonomy. A sample of existing research is then utilised to demonstrate how the matrix can assist in cumulative knowledge building. The article demonstrates how the matrix can be applied, in particular, to empirical comparative research.

Item Type:	Article
Additional Information:	Cite as: Maija Salokangas & Wieland Wermke (2020) Unpacking autonomy for empirical comparative investigation, Oxford Review of Education, 46:5, 563-581, DOI: 10.1080/03054985.2020.1733514
Keywords:	Teacher autonomy; control; comparative research;
Academic Unit:	Faculty of Social Sciences > Education
Item ID:	16060
Identification Number:	https://doi.org/10.1080/03054985.2020.1733514
Depositing User:	Maija Salokangas
Date Deposited:	08 Jun 2022 09:07
Journal or Publication Title:	Oxford Review of Education
Publisher:	Taylor & Francis online
Refereed:	Yes
URI:	Publisher
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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