Cristin-prosjekt-ID: 650681
Sist endret: 12. april 2019 09:46
Cristin-prosjekt-ID: 650681
Sist endret: 12. april 2019 09:46
Prosjekt

The OECD Teaching and Learning International Survey (TALIS) and the teaching profession in Brazil and Norway

prosjektleder

Ana Lucia Lennert Da Silva
ved Høgskolen i Innlandet

prosjekteier / koordinerende forskningsansvarlig enhet

  • Høgskolen i Innlandet

Klassifisering

Vitenskapsdisipliner

Andre pedagogiske fag • Sosiologi

Kategorier

Prosjektkategori

  • Doktorgradsprosjekt

Tidsramme

Aktivt
Start: 4. januar 2018 Slutt: 31. desember 2020

Beskrivelse Beskrivelse

Tittel

The OECD Teaching and Learning International Survey (TALIS) and the teaching profession in Brazil and Norway

Vitenskapelig sammendrag

Problem formulation: This PhD project deals with teacher professionalism and autonomy in different levels of context, which are local (or school level), national (national curriculum) and international (OECD TALIS survey). The goal is to see how teachers’ perceptions about their roles and work develop within these levels of context in two countries with very different historical, social and political backgrounds, as Brazil and Norway. Teachers’ perceptions about their roles and ability to make decisions, organize, and control their own activities may vary according to the types of relationships they establish with and within these different levels. In addition, the historical, social and political conditions of a particular country may affect the nature of these relationships. However, this not mean to neglect the influence that OECD has in the shaping of a global educational agenda about teachers and teaching (Petterson, 2014, Petterson & Mølstad, 2016).

Theoretical framework: Wermke & Höstälft (2013) and Mausethagen & Mølstad (2015) provide useful models to compare the teacher profession in Brazil and Norway. Wermke & Höstälft’s model combines two perspectives of the teacher profession: an institutional dimension, comprising collective aspects, such as teachers’ rights, salary, status, tasks and roles in society; and a service dimension, which is associated with individual aspects, covering teachers’ decisions in schools. Additionally, both dimensions are described in terms of a continuum between extended and restricted autonomy in relation to state governance. Mausethagen & Mølstad’s article focuses on the relationship between autonomy and accountability through dimensions such as individual versus collective autonomy, internal versus external control and national versus local governing, including different actors and institutional levels.

Methodology: This is a qualitative comparative study using document analysis of OECD TALIS documents, national curricula and interview transcripts of teachers working in the lower secondary level of public schools in Brazil and Norway.

Preliminary findings/ tentative results: This project expects to find similarities as well as differences regarding these issues. The similarities may be connected to the power that OECD has today in the setting of an educational agenda on teacher and teaching while the differences may happen because of the different backgrounds of each country. The degrees of autonomy may also vary according to individual characteristics of the individual teacher as well as collective dimensions, mentioned above.

Significance of the study: This project aims to expand the knowledge about teacher professionalism and teacher autonomy. Firstly, by showing the role of OECD in the creation and dissemination of an educational agenda about teacher and teaching, and the corresponding perception of teachers about this set of ideas versus their classroom practices. Secondly, by discussing curricula, provided by the state governance, with instruments of control and reflecting political interests. Thirdly, by bringing a national and international perspective, with the comparison between Norway and Brazil, to discuss the relevance of social, political and cultural properties on the development of the teacher profession, in a context marked by globalization.

prosjektdeltakere

prosjektleder

Ana Lucia Lennert Da Silva

  • Tilknyttet:
    Prosjektleder
    ved Høgskolen i Innlandet
  • Tilknyttet:
    Prosjektdeltaker
    ved Høgskolen i Innlandet
Aktiv cristin-person

Christina Elde Mølstad

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for pedagogikk og samfunnsfag – Hamar ved Høgskolen i Innlandet
  • Tilknyttet:
    Prosjektdeltaker
    ved Høgskolen i Innlandet
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Resultater Resultater

Teacher professionalism and autonomy in Brazilian (São Paulo state) and Norwegian schools.

Lennert Da Silva, Ana Lucia. 2018, TEPEE arbeidsseminar - Utdanningsforskning mellom politikk, praksis. HINNVitenskapelig foredrag

The OECD Teaching and Learning International Survey (TALIS) and the teaching profession in Brazil and Norway.

Lennert Da Silva, Ana Lucia. 2018, Forskningsdagene. HINNPoster

The multidimensionality of teacher autonomy – a comparative study in São Paulo state (Brazilian) and Norwegian schools.

Lennert Da Silva, Ana Lucia; Mølstad, Christina Elde. 2018, Nordic Education Research Association. HINNVitenskapelig foredrag
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