Relevant bibliographies by topics / Professional autonomy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Professional autonomy'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 February 2023

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Journal articles on the topic "Professional autonomy"

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Kennerley, J. A. "Managing Professionals and Professional Autonomy." Higher Education Quarterly 46, no. 2 (April 1992): 166–73. http://dx.doi.org/10.1111/j.1468-2273.1992.tb01593.x.

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MacDONALD, CHRIS. "Relational Professional Autonomy." Cambridge Quarterly of Healthcare Ethics 11, no. 3 (May 17, 2002): 282–89. http://dx.doi.org/10.1017/s0963180102113090.

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The notion of “relational” autonomy—as described by feminist scholars such as Susan Sherwin and Anne Donchin—has been the subject of a significant body of literature over the last few years and has recently generated some interest within the field of bioethics. Although the focus of this interest has been the autonomy of ordinary moral agents, the analysis of relational autonomy can usefully be extended to apply to the autonomy of professionals, not only as individual moral agents, but in their roles as professionals as well. In this paper, I argue that professional autonomy, rightly understood, is relational in nature. This understanding of professional autonomy stands to improve our understanding of professional ethics, as well as providing a particular, concrete example of what we mean when we call autonomy “relational” and “socially embedded.
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Turner, S., M. K. Ross, and R. J. Ibbetson. "Professional autonomy." Vital 8, no. 3 (September 2011): 41–45. http://dx.doi.org/10.1038/vital1413.

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Nygren, Gunnar, Boguslawa Dobek-Ostrowska, and Maria Anikina. "Professional autonomy." Nordicom Review 36, no. 2 (October 1, 2015): 79–95. http://dx.doi.org/10.1515/nor-2015-0018.

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Abstract Degree of autonomy is one of the key dimensions of professionalization in journalism. However, the strive for autonomy looks different in different media systems, where pressure on autonomy can come from both political and commercial powers, outside and within the media. Media development also changes the conditions for professional autonomy for journalists, in both a positive and a negative sense. In the comparative research project “Journalism in change”, the journalistic cultures in Russia, Poland and Sweden are studied. In a survey involving 1500 journalists from the three countries, journalists report on their perceived autonomy in their daily work and in relation to different actors inside and outside the media. The survey covers how the work has been changed by media developments, and how these changes have affected journalists′perceived autonomy. The results show similarities in the strive for autonomy, but also clear differences in how autonomy is perceived by journalists in the three countries.
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Young, Paul H. "Professional Autonomy." World Neurosurgery 104 (August 2017): 983–84. http://dx.doi.org/10.1016/j.wneu.2017.04.139.

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Karvinen-Niinikoski, Synnöve, Liz Beddoe, Gillian Ruch, and Ming-sum Tsui. "Professional supervision and professional autonomy." Aotearoa New Zealand Social Work 31, no. 3 (September 30, 2019): 87–96. http://dx.doi.org/10.11157/anzswj-vol31iss3id650.

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INTRODUCTION: Supervision is a well-established component of practice in the health and social care professions. In recent years, however, relentless changes in the nature of professional roles within these contexts have led to corresponding variations in how professional practice supervision is configured and delivered.METHOD: This article examines how professional supervision and its future are seen by an international group of experts in social work supervision. The evolving perceptions of social work supervision’s role, and the relationship to professional autonomy in the social sphere are explored with reference to the authors’ earlier research.FINDINGS: The tension between supervision as a surveillant tool of management and a practice of critical reflection is acknowledged in literature as posing a threat to one aspect of professional autonomy and agency.IMPLICATIONS: The authors pose an alternative, theoretically grounded, approach based on the traditions of critically reflective supervision to assist the recognition and management of the balance between support and surveillance or managerial organisational dimensions. Meta- theoretical understanding of professional supervision in the frame of human agency will help both practitioners and supervisors to construct sustainable and proactive social work. Instead of despairing about the loss of autonomy, the professionals may go through significant societal and professional transformations as subjects of their own expertise and professional agency.
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KASHER, Asa. "Professional Ethics and Collective Professional Autonomy." Ethical Perspectives 12, no. 1 (June 10, 2005): 67–97. http://dx.doi.org/10.2143/ep.12.1.583363.

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Rønningstad, Chris. "A Tale of Two Autonomies." Professions and Professionalism 7, no. 3 (October 13, 2017): e1836. http://dx.doi.org/10.7577/pp.1836.

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Despite comprehensive theoretical discussions on the nuances of autonomy, research tends to treat autonomy as a unidimensional concept. In contrast, this study of Norwegian welfare professionals presents empirical support for the multidimensional nature of autonomy, drawing on cross-sectional survey data from three datasets spanning six years. The findings show significant differences between welfare professionals’ experiences of professional and personal autonomy. An analysis of the relationship between professionals’ experience of performance demands and these two types of autonomy challenges the notion that increasing performance demands limits professional autonomy.
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Jung, Jaehwan, Changi Nam, Euehun Lee, and Seongcheol Kim. "Professional autonomy, group cohesion, and job complexity affect researchers' organizational commitment." Social Behavior and Personality: an international journal 44, no. 8 (September 15, 2016): 1349–58. http://dx.doi.org/10.2224/sbp.2016.44.8.1349.

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We examined the effects of professional autonomy and group cohesion on the organizational commitment of research and development (R&D) professionals, taking into account the moderating role of job complexity in this relationship. Participants were 264 full-time researchers who each had over 5 years' tenure at an international information technology institute in South Korea, and who completed surveys assessing their professional autonomy, group cohesion, and job complexity. The results of structural equation modeling indicated that professional autonomy, group cohesion, and job complexity positively affected organizational commitment. Moreover, job complexity had a positive moderating effect on the relationship between professional autonomy and group cohesion in connection with organizational commitment. These findings clarify the psychological attitude of R&D professionals in relation to professional autonomy, group cohesion, and job complexity.
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Tomey, Ann Marriner, Dona J. Thomas, and Sueann Thomas. "PROFESSIONAL AUTONOMY IN NURSES." Nursing Administration Quarterly 17, no. 2 (1993): 81–83. http://dx.doi.org/10.1097/00006216-199301720-00015.

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Dissertations / Theses on the topic "Professional autonomy"

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Jones, Dolores C. "Nurse Practitioner Professional Autonomy: Relationship Between Structural Autonomy and Attitudinal Autonomy." UNF Digital Commons, 1998. http://digitalcommons.unf.edu/etd/149.

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The purpose of this study was to identify and describe the possible components of structural autonomy that influence Nurse Practitioners' (NPs) perceptions of independence in practice. The components identified were NP state regulatory practices, educational background, and managed care environment. The study explored the relationship between NP structural autonomy as it relates to the above components and attitudinal autonomy as it relates to perceptions of independence in practice. A conceptual framework derived from a review of the literature demonstrated the possible relationships. The investigator employed a mail survey to collect data from certified NPs in six eastern and mid-eastern states. Current state regulations regarding advanced nursing practice were used to establish current state practice scores. The Nursing Autonomy Scale (Pankratz & Pankratz, 1974), the Index of Work Satisfaction (Stamps & Piedmonte, 1986), and the Professional Inventory (Hall, 1974) measured perceptions of autonomy. Additional information was collected to determine the NP demographic background, educational background, practice setting and managed care circumstances. Of 300 surveys mailed, 227 participants responded. Data analysis included correlation analysis, t-tests, analysis of variance, and multiple regression procedures. Demographic information was summarized with descriptive statistics. The major findings of the study were: (1) State regulatory guidelines do not affect perceptions of autonomy as measured on the scales used. (2) Preceptor experience during NP education does not affect perceptions of autonomy as measured on the scales used. (3) Pharmacology preparedness does not affect perceptions of autonomy as measured on the scales used. (4) Managed care circumstances do not affect autonomy as measured on the scales used. It was concluded that structural autonomy is a more complex and multi-dimensional experience than originally hypothesized. Many additional factors must be taken into consideration when exploring NPs' perceptions of autonomy. It may be that most NPs are practicing in an independent, yet collaborative role, which provides opportunity for autonomy. The investigator also concluded that NP educational programs do not adequately prepare NPs for independent prescriptive authority. Variables related to NP autonomy were not determined in the study, yet it is evident that NPs' perceptions of autonomy are affected by many variables. Further study is needed to ascertain these variables.
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Ryman, Johan, and Karin Söderström. "Varning - Klämrisk! : Lärares autonomi som ett multidimensionellt fenomen." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-295748.

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Den här studien ämnar undersöka hur lärare uppfattar sin autonomi inom olika områden av deras yrke och fungerar som en förstudie till ett forskningsprojekt. Begreppet autonomi är mångfacetterat, men kontroll över yrket och inflytande över beslutsprocesser utgör en stor del av det. Uppsatsen fokuserar på lärare i grundskolan och gymnasiet. Tre forskningsfrågor formulerades för att fånga in begreppet autonomi. Dessa är: Hur uppfattar lärare sin professionella autonomi?, Hur skiljer sig lärares uppfattningar angående olika dimensioner av autonomi (olika nivåer och olika områden i yrkeslivet)? samt Hur väl korrelerar olika delar av lärares uppfattade autonomi med varandra?. Studiens empiri samlades in genom kvantitativ metod i form av en webbenkät vilken 93 personer svarade på. Merparten av lärarna svarade på enkäten via facebookgrupper även om flera olika kanaler användes för att nå ut till möjliga respondenter. Det teoretiska ramverket består i Frostensons tre nivåer av autonomi, LaCoes sex komponenter gällande lärares yrkesautonomi och Ballous individuella autonomi vilka tillsammans skapar en multidimensionell konstruktion. Tidigare forskning behandlar hur de senaste decenniernas skolreformer i Sverige omformat lärarprofessionen men består också i utländsk forskning gällande lärare och deras autonomi.                       Uppsatsens resultat visar att lärare uppfattar sin autonomi som både stor och liten beroende på vilket område av autonomi som åsyftas. Respondenterna anser sig ha litet inflytande gällande ekonomiska beslut vilka även visar sig vara de beslut de uppfattar är viktigast i skolans verksamhet. Vidare uppfattar lärarna som svarade på enkäten sin autonomi som hög vad gäller sådant som rör deras klassrumsmiljö och undervisning.
This study serves as a pilot study for a research project and aims to investigate how teachers perceive their autonomy in different domains of their profession. Autonomy as a concept is multifaceted but control over the profession and influence in decision-making processes constitute a great part of it. The study focuses on primary, secondary and high school teachers. Three research questions were formed to capture the term autonomy. These are: How do teachers perceive their professional autonomy?, How do teachers perceptions differ in the various dimensions of autonomy (different levels and domains of the worklife)? and How well do various domains of teachers perceived autonomy correlate?. The data of the study was collected by quantitative method via a web-based questionnaire which was answered by 93 persons. The main part of the teachers answered the questionnaire through facebook groups despite having used several other different channels to reach out to possible respondents. The theoretical framework consists of Frostenson’s three different levels of autonomy, LaCoe’s six components of teacher autonomy and Ballou’s themes within individual autonomy which together create a multidimensional construction. Previous research discusses how school reforms of the recent decades in Sweden have reshaped the teaching profession but it also consists of foreign research of teachers and their autonomy.                       The results of the study indicates that teachers perceive their degree of autonomy as both high and low depending on what domain referred to. The respondents consider themselves having a small influence regarding economical decisions which also is considered the most important decisions in school’s activities. Furthermore the teachers who responded perceive their degree of autonomy as high regarding the classroom environment and teaching.
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Wang, Miao, and 王苗. "Professional autonomy of music teachers in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45595847.

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Mutizwa-Mangiza, Dorothy. "The medical profession and the state in Zimbabwe : a sociological study of professional autonomy." Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/2703/.

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This thesis explores the nature and extent of medical autonomy and dominance of government-employed doctors in Zimbabwe, specifically focusing on the profession's control over the technical aspects of medical work (clinical autonomy); determination of the terms and conditions of work (economic autonomy); and regulation of medical education, licensing and discipline (collective regulation). Data was collected through in-depth interviews with different grades of doctors employed on a full-time basis at the Parirenyatwa Group of Hospitals, key informants and other respondents from the Ministry of Health and Child Welfare and other health-related organisations. Additional information was obtained through extensive document analysis and non-participant observation. The findings of the thesis show that all grades of government-employed doctors in Zimbabwe exercise considerable clinical autonomy. There is minimal administrative regulation of their work, although their clinical autonomy is constrained by severe breakdowns of essential equipment and shortages of all types of resources. They also enjoy a high degree of economic autonomy, largely by default. The findings further indicate that medical education and discipline are inadequately regulated by the various regulatory structures, most of which are dominated by the medical profession, leaving doctors with more autonomy in their work than is desirable for good patient care. The thesis reveals that the factors which erode or maintain medical autonomy in Western developed countries and post-colonial states are very distinct and that current theoretical conceptualisations of medical autonomy, comprising medical dominance theory, deprofessionalisation as well as proletarianisation hypotheses, which are largely based on analyses of medical practice in the United States and Britain, are inadequate for analysing medical autonomy in Zimbabwe and other post-colonial states. In this respect, Johnson (1973) is alone in realising the uniqueness of professions in post-colonial states arising from their different historical, cultural, social, political and economic circumstances, although his analysis is somewhat out of date.
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Watkins, Mildred. "The convergence of autonomy and heteronomy in teacher professional communities." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Spring2008/m_watkins_041808.pdf.

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Wolfe, Dianna K. "Autonomy : behavior change in nurses after continuing professional education program." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159137.

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The purpose of the study was to determine how participation in a three and one-half hour continuing professional education program (CPE) influenced the nursing practice of 51 nurses three months later. The study sample was 45 staff nurses and six nurse managers.Four variables were measured using questionnaires before, immediately after, and three months after the CPE program. The variables measured were (a)"the characteristics of continuing professional education program, (b) the characteristics of individual professional, (c) the nature of the proposed change, and (d) the social system in which the professional must implement the behavior change" (Cervero, 1985, p.87). Qualitative data were collected using open-ended statements to ascertain how the content of the CPE program was useful in practice. Nurse managers were surveyed to ascertain their judgements about autonomy and empowerment levels of the nurses.Findings revealed significant positive relationship between behavior change, autonomy, and the variables the nature of the proposed change, empowerment, and the motivational levels of the 51 nurses. Characteristics of the social system and the CPE program were not found to be significantly related to behavior change. No significant differences were found between motivation levels of participants from before the CPE to three months later.Responses to the open-ended statements revealed four themes: the importance nurses placed on meeting the needs of patients, nurses were flexible and accepted change, nurses had positive perceptions about nursing, and nurses felt frustrated and inadequate. Judgements revealed in the responses of the nurse managers before and three months after the CPE program have significant implications for nurse managers when attempting to change nursing practice.
Department of Educational Leadership
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Padgett, Stephen Mark. "Negotiating quality : everyday practices and nursing self regulation /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7306.

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Dearman, Philip Ross. "Computerised information systems and professional autonomy : the record of social work." Monash University, School of Humanities, Communications and Social Sciences, 2005. http://arrow.monash.edu.au/hdl/1959.1/5128.

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Wermke, Wieland. "Development and Autonomy : Conceptualising teachers’ continuing professional development in different national contexts." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86705.

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This thesis investigates teachers’ perceptions of continuing professional development (CPD) in Germany and Sweden with a questionnaire study comprising a total of 711 mainly lower secondary teachers. Three conceptual terms are elaborated and explained. Teachers act in a CPD marketplace that is constituted by several sources of knowledge which offer opportunities for teachers’ development. How teachers act in the marketplace is a key part of their CPD culture. The study reveals similarities in the two cases regarding the importance of colleagues as well as informal development activities, but there are also significant differences. One the one hand, German teachers can be described as more active in their CPD than their Swedish colleagues in relation to particular aspects of their profession such as assessment, and more suspicious of knowledge from elsewhere, on the other. In order to understand the differences, I argue for an extended focus on the impact of the national context, in terms of socially and historically significant structures and traditions of the teaching profession. The thesis focuses on a crucial aspect with a particular explanatory value for differing CPD tendencies in various national contexts: Autonomy from a governance perspective. This phenomenon, which does indeed change across time and space, is investigated from a socio-historical perspective in both contexts, building on Margaret Archer’s analytic dualism of structure and agency, and a dual pronged model of teacher autonomy. The latter distinguishes institutional autonomy, regarding legal or status issues, from service autonomy related to the practical issues in schools and classrooms. Since these dimensions can be either extended or restricted, different categories evolve which enable us to understand the differences between the two cases. Finally, by using the findings on the German and Swedish teaching profession, a theoretical framework is presented that relates the certain forms of teacher autonomy in particular national contexts to likely CPD cultures that teachers share.
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Mitnick, Steven David. "NURSE PRACTITIONERS' PERCEPTIONS AND BEHAVIORAL INTENT TOWARD PRIVATE PRACTICE AND PROFESSIONAL AUTONOMY." VCU Scholars Compass, 1987. http://scholarscompass.vcu.edu/etd/5077.

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The purpose of this study was to determine: 1) the perceptions of nurse practitioners toward private practice and professional autonomy, and 2) nurse practitioners' behavioral intent towards private practice and professional autonomy. Data were collected with a questionnaire designed by the researcher to measure demographic data, nurse practitioners' perceptions and behavioral intent toward private practice and professional autonomy, and knowledge of legal issues pertaining' to private practice. Of 153 possible respondents, 100 (64%) nurse practitioners in the State of Maryland participated in the study. Data were presented descriptively by number and percentage. The typical nurse practitioner was 31 to 40 years of age, attended a certificate program as an adult nurse practitioner, had a Master's Degree, worked full-time in a combination in-patient/out-patient setting, and has been practicing for more then six years. Four nurse practitioners were in private practice. Results showed that almost all nurse practitioners' surveyed (97%) perceived private practice as appropriate, but most (83%) did not plan to work in that capacity during the next five years. Nurse practitioners' knowledge of legal issues (third party reimbursement, prescription writing privileges, and legality of owning and operating a private practice) were low with an average score of 55 percent. The autonomy section revealed that 1) nurse practitioners believed that nurse practitioner programs should teach and encourage private practice; and 2) that nurse practitioners are willing to make independent decisions and accept responsibility for them, but they were also inclined to accept limits established by the medical community.
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Books on the topic "Professional autonomy"

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Medicine and the state: Professional autonomy and public accountability. Sydney: Allen & Unwin, 1990.

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Daniel, Ann. Medicine and the state: Professional autonomy and public accountability. Sydney: Allen & Unwin, 1990.

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Blanchard, Edwards Rem, ed. Ethics and psychiatry: Insanity, rational autonomy, and mental health care. 2nd ed. Amherst, N.Y: Prometheus Books, 1997.

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Ledberg, Sofia K. Governing the military: Professional autonomy in the Chinese People's Liberation Army. Uppsala: Uppsala Universitet, 2014.

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1939-, Thomasma David C., ed. Autonomy and clinical medicine: Renewing the health professional relation with the patient. Dordrecht: Kluwer Academic, 2000.

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Chamberlain, John M. Doctoring medical governance: Medical self-regulation in transition. Hauppauge NY: Nova Science Publishers, 2009.

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Hylton, J. Gordon. Professional values and individual autonomy: The United States Supreme Court and lawyer advertising. Durham, N.C: Carolina Academic Press, 1998.

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Chamberlain, John M. Doctoring medical governance: Medical self-regulation in transition. New York: Nova Science Publishers, 2009.

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Leverment, Yvonne. Responsible autonomy or direct control: Business process re-engineering and the health care professional. Loughborough, Leics: Loughborough University Business School, 1997.

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Agich, George J. Autonomy and long-term care. New York, NY: Oxford University, 1993.

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Book chapters on the topic "Professional autonomy"

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Barber, Bernard. "Professions, Professional Autonomy, and Professional Deviance." In Constructing the Social System, 437–44. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429336638-34.

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Priest, Maura. "Professional Philosophy Has an Epistemic Autonomy Problem." In Epistemic Autonomy, 71–91. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003003465-6.

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Aylsworth, Timothy. "Autonomy and Advertising." In Encyclopedia of Business and Professional Ethics, 1–4. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-23514-1_1341-1.

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Mok, Ka-ho. "Professional Autonomy and Private Education." In Social and Political Development in Post-Reform China, 129–51. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780230286436_6.

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Alhuntushi, Abdullah, and Jairo Lugo-Ocando. "Science Journalism and Professional Autonomy." In Palgrave Studies in Journalism and the Global South, 99–122. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-14252-9_5.

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Thomson, Colin J. H. "Autonomy and Informed Consent." In Encyclopedia of Business and Professional Ethics, 1–4. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-23514-1_43-1.

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Quinn, Aaron. "Autonomy and Moral Responsibility in Journalism." In Virtue Ethics and Professional Journalism, 47–67. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01428-5_4.

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Carvalho, Teresa, and Rui Santiago. "Professional Autonomy in a Comparative Perspective." In Professionalism, Managerialism and Reform in Higher Education and the Health Services, 30–63. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137487001_3.

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Bowman, Michael. "Nurses’ authority and autonomy in the context of their responsibility and accountability." In The Professional Nurse, 74–85. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-2899-3_6.

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Sousa, Helena, and Joaquim Fidalgo. "Journalism Regulation: State Power and Professional Autonomy." In The Handbook of Political Economy of Communications, 283–303. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444395402.ch13.

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Conference papers on the topic "Professional autonomy"

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Lee, Hee Kyoung, and Hye Jin Yang. "Effect of professional self-concept and professional Autonomy on nursing performance." In Health Care and Nursing 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.88.29.

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Gavrilyuk, O., E. Tareva, and S. Nikulina. "PROFESSIONAL AUTONOMY AS A PREREQUISIT FOR UNIVERSITY TEACHERS’ PSYCHOLOGICAL HEALTH." In PSYCHOLOGICAL HEALTH OF THE PERSON: LIFE RESOURCE AND LIFE POTENTIAL. Verso, 2017. http://dx.doi.org/10.20333/2541-9315-2017-136-145.

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Zeng, Zhengping. "Pathways to Pre-service Teachers Professional Development:Insights from Teacher Autonomy." In International Academic Workshop on Social Science (IAW-SC-13). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.194.

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Zhang, Hai, Yaoyao Zhang, Shuguang Zhan, Mingchao Zhang, Shanglai Li, and Weiyang Zhong. "Cross-professional data-oriented cluster autonomy method considering new energy accommodation." In 2020 Chinese Automation Congress (CAC). IEEE, 2020. http://dx.doi.org/10.1109/cac51589.2020.9387472.

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Čepić, Renata, Sanja Tatalović Vorkapić, and Željka Šimunić. "AUTONOMY AND READINESS FOR PROFESSIONAL DEVELOPMENT: HOW DO PRESCHOOL TEACHERS PERCEIVE THEM?" In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0424.

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Salokangas, Maija. "Teachers' Perceptions of Their Professional Autonomy: Conceptual and Empirical Contributions to the Debate." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435897.

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Basikin. "Teachers’ Autonomy – The Missing Link in the Teacher Education and Professional Development in Indonesia." In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.92.

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Chernova, Oxana E. "Developing Essential Skills to Build Learner Autonomy of Students Amid Pandemic." In X International Research Conference Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2022. http://dx.doi.org/10.15405/epes.22104.42.

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Contuk, Tuba Kıvanç, and Derin Atay. "Teacher Professional Development through Harezmi Educational Model." In 1st International Conference on Teaching, Education and Learning Conference. iConferences (Pvt) Ltd, 2021. http://dx.doi.org/10.32789/tel.2021.1003.

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Harezmi Educational Model, a national model first piloted in 2016, is based on the inclusion of multi-disciplines, use of computational skills in the problem-solving process, development of life skills, and using robotics, coding, and game designs in learning. Teachers interested in implementing this model are expected to attend in-service training for several weeks to gain theoretical knowledge and practical skills. The purpose of the present study is to explore how the whole process, from the training to implementation in class stages, has affected teachers’ beliefs, perceptions, and attitudes regarding teaching. Sixteen teachers participated in this study. Data came from an online survey with 11 open-ended questions and online focus group interviews. In the analysis, the recurring themes were determined through content analysis, and themes that emerged at the beginning and end were compared. The results suggested that besides developing a critical eye on their own teaching, teachers improved their collaboration skills and observed an increase in their autonomy. This study is an attempt to address a gap in the field concerning this model and how this model has the potential to contribute to the professional development of teachers.
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Da Silva, Leuson M. P., Alberto T. Tavares, Victor A. S. Ferreira, Alex J. Costa, Gabriel I. de Souza, Claudio J. A. S. Magalhaes, and Fabio B. Q. Da Silva. "Autonomy in Software Engineering: A Preliminary Study on the Influence of Education Level and Professional Experience." In 2017 ACM/IEEE International Symposium on Empirical Software Engineering and Measurement (ESEM). IEEE, 2017. http://dx.doi.org/10.1109/esem.2017.35.

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Reports on the topic "Professional autonomy"

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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Findlay, Trevor. The Role of International Organizations in WMD Compliance and Enforcement: Autonomy, Agency, and Influence. The United Nations Institute for Disarmament Research, December 2020. http://dx.doi.org/10.37559/wmd/20/wmdce9.

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Major multilateral arms control and disarmament treaties dealing with weapons of mass destruction (WMD) often have mandated an international organization to monitor and verify State party compliance and to handle cases of non-compliance. There are marked differences in the mandates and technical capabilities of these bodies. Nonetheless, they often face the same operational and existential challenges. This report looks at the role of multilateral verification bodies, especially their secretariats, in dealing with compliance and enforcement, the extent to which they achieve “agency” and “influence” in doing so, and whether and how such capacities might be enhanced. In WMD organizations it is the governing bodies that make decisions about noncompliance and enforcement. The role of their secretariats is to manage the monitoring and verification systems, analyse the resulting data – and data from other permitted sources – and alert their governing bodies to suspicions of non-compliance. Secretariats are expected to be impartial, technically oriented and professional. It is when a serious allegation of non-compliance arises that their role becomes most sensitive politically and most vital. The credibility of Secretariats in these instances will depend on the agency and influence that they have accumulated. There are numerous ways in which an international secretariat can position itself for maximum agency and influence, essentially by making itself indispensable to member States and the broader international community. It can achieve this by engaging with multiple stakeholders, aiming for excellence in its human and technical resources, providing timely and sustainable implementation assistance, ensuring an appropriate organizational culture and, perhaps most of all, understanding that knowledge is power. The challenge for supporters of international verification organizations is to enhance those elements that give them agency and influence and minimize those that lead to inefficiencies, dysfunction and, most damaging of all, political interference in verification and compliance judgements.
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Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati, and Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

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Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers have no autonomy to initiate TPD activities based on the need to improve learning outcomes in their schools. This study observes changes in individual teachers related to TPD activities triggered by the reform. However, the magnitude of the changes varies depending on teachers’ skills, motivation, and leadership style. The study suggests that shifting a TPD system from top-down to bottom-up requires differentiated assistance catered to the school leaders’ and teachers’ capabilities.
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Arora, Sanjana, and Olena Koval. Norway Country Report. University of Stavanger, 2022. http://dx.doi.org/10.31265/usps.232.

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This report is part of a larger cross-country comparative project and constitutes an account and analysis of the measures comprising the Norwegian national response to the COVID-19 pandemic during the year of 2020. This time period is interesting in that mitigation efforts were predominantly of a non-medical nature. Mass vaccinations were in Norway conducted in early 2021. With one of the lowest mortality rates in Europe and relatively lower economic repercussions compared to its Nordic neighbours, the Norwegian case stands unique (OECD, 2021: Eurostat 2021; Statista, 2022). This report presents a summary of Norwegian response to the COVID-19 pandemic by taking into account its governance, political administration and societal context. In doing so, it highlights the key features of the Nordic governance model and the mitigation measures that attributed to its success, as well as some facets of Norway’s under-preparedness. Norway’s relative isolation in Northern Europe coupled with low population density gave it a geographical advantage in ensuring a slower spread of the virus. However, the spread of infection was also uneven, which meant that infection rates were concentrated more in some areas than in others. On the fiscal front, the affluence of Norway is linked to its petroleum industry and the related Norwegian Sovereign Wealth Fund. Both were affected by the pandemic, reflected through a reduction in the country’s annual GDP (SSB, 2022). The Nordic model of extensive welfare services, economic measures, a strong healthcare system with goals of equity and a high trust society, indeed ensured a strong shield against the impact of the COVID-19 pandemic. Yet, the consequences of the pandemic were uneven with unemployment especially high among those with low education and/or in low-income professions, as well as among immigrants (NOU, 2022:5). The social and psychological effects were also uneven, with children and elderly being left particularly vulnerable (Christensen, 2021). Further, the pandemic also at times led to unprecedented pressure on some intensive care units (OECD, 2021). Central to handling the COVID-19 pandemic in Norway were the three national executive authorities: the Ministry of Health and Care services, the National directorate of health and the Norwegian Institute of Public Health. With regard to political-administrative functions, the principle of subsidiarity (decentralisation) and responsibility meant that local governments had a high degree of autonomy in implementing infection control measures. Risk communication was thus also relatively decentralised, depending on the local outbreak situations. While decentralisation likely gave flexibility, ability to improvise in a crisis and utilise the municipalities’ knowledge of local contexts, it also brought forward challenges of coordination between the national and municipal level. Lack of training, infection control and protection equipment thereby prevailed in several municipalities. Although in effect for limited periods of time, the Corona Act, which allowed for fairly severe restrictions, received mixed responses in the public sphere. Critical perceptions towards the Corona Act were not seen as a surprise, considering that Norwegian society has traditionally relied on its ‘dugnadskultur’ – a culture of voluntary contributions in the spirit of solidarity. Government representatives at the frontline of communication were also open about the degree of uncertainty coupled with considerable potential for great societal damage. Overall, the mitigation policy in Norway was successful in keeping the overall infection rates and mortality low, albeit with a few societal and political-administrative challenges. The case of Norway is thus indeed exemplary with regard to its effective mitigation measures and strong government support to mitigate the impact of those measures. However, it also goes to show how a country with good crisis preparedness systems, governance and a comprehensive welfare system was also left somewhat underprepared by the devastating consequences of the pandemic.
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