The Role of ‘Autonomy’ in Teaching Expertise

Bucelli, Irene

doi:10.1111/1467-9752.12252

Cited by 3 publications

(1 citation statement)

References 67 publications

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“…This is a welcome contribution as it is common to discuss losses of autonomy and control experienced by the teaching profession following 'GERM' reforms but the very notion of what this autonomy and control entails and requires is much less clearly explored in the literature. Autonomy means having both the competence and the opportunity to exercise an active role in relation to educational ends and their implementation (Bucelli, 2017). In this sense, the article shows the space occupied by teachers in the three areas and points to the tensions and the potential contraction of these spaces in light of GERM principles.…”

Section: Reply To Nina Hood's 'Manifestations Of Autonomy and Controlmentioning

confidence: 96%

Reply to Nina Hood’s ‘Manifestations of Autonomy and Control in a Devolved Schooling System: The Case of New Zealand’

Bucelli

2019

Teachers – Being in Control or Being Controlled?

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Section: Reply To Nina Hood's 'Manifestations Of Autonomy and Controlmentioning

confidence: 96%

Reply to Nina Hood’s ‘Manifestations of Autonomy and Control in a Devolved Schooling System: The Case of New Zealand’

Bucelli

2019

Teachers – Being in Control or Being Controlled?

Self Cite

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Introduction

Addis¹,

Winch²

2018

Education and Expertise

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Student teachers as creative writers: does an understanding of creative pedagogies matter?

Assemakis

2022

Literacy

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Teaching creative writing in primary schools requires an understanding of creative pedagogies that value autonomy and for educators to draw on their own experiences of the creative writing process to support the development of their pupils. This article draws on evidence from 58 undergraduate primary student teachers to further understand how their appreciation of creative pedagogies, combined with their experiences of creative writing, impacts on their approach to the teaching of writing in primary schools. Evidence from questionnaires and interviews reveals that factors such as freedom, choice and focusing on the personal aspects of writing are valued but often because they make writing fun for children, rather than because they develop children's creative behaviours and creative writing. Student teachers' own personal experiences of these factors affect whether they are likely to integrate them into their future practice in school. It is argued that if students experience creative writing that is underpinned by a creative pedagogy within their initial teacher education, they will be better equipped to teach creative writing and prepare children for being writers.

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The Role of ‘Autonomy’ in Teaching Expertise

Cited by 3 publications

References 67 publications

Reply to Nina Hood’s ‘Manifestations of Autonomy and Control in a Devolved Schooling System: The Case of New Zealand’

Reply to Nina Hood’s ‘Manifestations of Autonomy and Control in a Devolved Schooling System: The Case of New Zealand’

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Student teachers as creative writers: does an understanding of creative pedagogies matter?

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