Dissertation
The convergence of autonomy and heteronomy in teacher professional communities
Washington State University
Doctor of Education (EdD), Washington State University
05/2008
DOI:
https://doi.org/10.7273/000005854
Abstract
Tensions between the autonomy of individual teachers and the expectations for their practice articulated by district, state and federal mandates are common in an era of accountability. In response some educational leaders call for idealized professional communities that consistently focus on specified values. Obstacles to such reforms arise when teachers view these efforts as imposed by administration and as precluding their creative and imaginative energy. This field study of two high performing elementary schools serving historically underserved populations draws from scholarship that seeks a less utopian framework for school community by employing two constructs: heteronomy and interdependence. Data were collected to describe the ways teachers share decisions, and to describe teachers' experience of autonomy and professional community as contributing to their practice. By researching the perspectives of teachers and examining their experiences in light of situated and recurring activities the study describes the collaborative work of teachers to support shared objectives and to respond to common expectations. The study identifies three teacher practices with reference to autonomy and heteronomy - emergent, congruent, and aligned. Each practice expresses a manifestation of community focus, moving from dichotomous interests toward a convergence of autonomy and heteronomy within the school community.
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Details
- Title
- The convergence of autonomy and heteronomy in teacher professional communities
- Creators
- Mildred Watkins
- Contributors
- Gordon S. P. Gates (Chair)Joan U. Kingrey (Committee Member)Forrest Parkay (Committee Member) - Washington State University, Department of Educational Leadership, Sport Studies, and Educational/Counseling Psychology
- Awarding Institution
- Washington State University
- Academic Unit
- College of Education
- Theses and Dissertations
- Doctor of Education (EdD), Washington State University
- Publisher
- Washington State University
- Number of pages
- 126
- Identifiers
- 99901055036801842
- Language
- English
- Resource Type
- Dissertation