Viðfangsefni þessarar greinar er að varpa ljósi á sjónarhorn kennara og sýn þeirra á það
hvaða þættir í eigin starfi og starfsumhverfi hindri stuðning við sjálfræði nemenda og er
sjónum beint að kennurum á mið- og unglingastigi. Stuðningur við sjálfræði nemenda
er mikilvægur þáttur velfarnaðar samkvæmt sjálfsákvörðunarkenningum sem mynda
fræðilegan grunn rannsóknarinnar. Í Aðalnámskrá grunnskóla (2011) sem leggur grunn
að skólastarfi hérlendis er einnig lögð mikil áhersla á að styðja eigi sjálfræði nemenda og
lýðræði í skólastarfi. Rannsóknir á íslensku skólastarfi hafa jafnframt sýnt mikinn mun á
milli skólanna í því hvernig sjálfræði er stutt og að víðast hvar er ekki mikill stuðningur við
sjálfræði nemenda. Því er mikilvægt að efla skilning á því hvaða þættir geti komið í veg
fyrir að aðstæður til að styðja sjálfræði nemenda séu skapaðar í skólastarfi. Byggt er á
gögnum sem safnað var í tengslum við stærri rannsókn á starfsháttum í 20 grunnskólum.
Fyrir þessa grein voru greind 27 viðtöl við kennara í þessum 20 skólum; 15 einstaklingsviðtöl
á miðstigi og 12 rýnihópaviðtöl á unglingastigi. Varpað er ljósi á ýmsa ytri þætti sem
kennarar telja að hindri þá í því að styðja sjálfræði nemenda; svo sem kerfislegar kröfur,
takmarkaðar bjargir og ósveigjanlegt skipulag. Innri hindranir, eða hugmyndalegar hindranir,
vógu þó þyngra og voru þær greindar eftir hugmyndum Bernsteins um uppeldislega
orðræðu. Greining kennsluorðræðunnar sýndi að við þurfum að efla nýja þekkingu með
kennurum um formgerð sem skapar aðstæður til að efla sjálfræði nemenda. Stýringarorð-
ræðan um fræðslu sem meginmarkmið náms heldur aftur af breytingum og hindrar stuðning
við sjálfræði. Fræðilegt framlag rannsóknarinnar er það að sjónum er beint að hugtakinu
sjálfræði í skólastarfi og skilningur aukinn á því hvað hindri kennara í að ýta undir
sjálfræði nemenda sinna. Hið fræðilega framlag þessarar rannsóknar er um leið hagnýtt
því að það ætti að gagnast starfandi kennurum og skólastjórnendum og ekki síst aðilum
sem standa að kennaramenntun.
The objective of this study is to throw light on those aspects of school operations
that limit or impede teachers in supporting student autonomy. The focus is directed
at middle and upper grade teachers’ perspectives in Icelandic compulsory schools.
In this study, the concept ‘student autonomy’ denotes that students’ behaviour conforms
to their own conviction. For that to happen they need to be able to make decisions
about their own education and school-work and be given scope to do so. ‘Autonomy
support‘ refers to conditions that are created and measures taken in the school
(structure, atmosphere, space) for the purpose of facilitating the students’ autonomy.
The main research question is: What are teachers’ views as to which aspects of school
practices support autonomy and which limit or impede it?
The research used data from a large scale research project exploring school and
classroom practices in 20 Icelandic compulsory schools, carried out 2009-2014. Three
schools were purposively selected as schools emphasizing differentiated learning, a
policy that has been favoured by Icelandic educational authorities for some time;
other schools were randomly selected. Semi-structured interviews were conducted
with 27 teachers in grades 5-10 in those 20 schools; 15 individual interviews with
teachers in grades 5-7 and 12 focus groups interviews with teachers in grades 8-10.
The theoretical framework derives from self-determination theories, according to
which autonomy is the basis for intrinsic motivation and self-regulated learning and
therefore a vital part of students’ well-being. Research shows that manifestations
of autonomy support vary greatly between Icelandic compulsory schools. In a few
schools student autonomy is very well supported but generally emphasis on autonomy
support is minimal and often incompatible with stipulations of the National
Curriculum Guide (Aðalnámskrá grunnskóla, 2011), laws on compulsory schools and
international conventions. Therefore, it is important to gain a better understanding of
the factors that stand in the way of teachers’ attempts to empower their students as
regards their autonomy.
The findings shed light on a number of external factors that teachers think prevent
them from providing their students with proper autonomy support such as systemic
requirements (e.g., strict curriculum and standardized testing), limited resources (e.g.,
limited accommodation, limited access to internet and limited teaching materials) and
inflexible structures (e.g., hectic schedule with too many students per teacher) which
make it well-nigh impossible to meet students’ individual needs. However, internal
limitations or ideologies standing in the way of learning and school practices played a
larger role and were analysed in light of Bernstein’s theories of pedagogic discourse.
The analysis of instructional discourse shows that we need to bolster new knowledge
among teachers of the structures that can create appropriate conditions for enabling
and strengthening student autonomy. It was a common view among the teachers that
increased autonomy would lead to chaos, hence they were resistant to relinquishing
control and changing school-practices. The regulative discourse shows that increasing
students’ influence in school and supporting their autonomy is a rather unfamiliar
notion and not something they were aiming for. Moreover, the regulative discourse
which views dissemination of knowledge as the main aim of education can stand in
the way of change and obstruct autonomy support.
The theoretical contribution of the study is the particular attention directed towards
the concept of autonomy in school-work and increased knowledge of the factors that
hinder teachers in attempts to enhance their students’ sense of autonomy. At the
same time, the theoretical contribution of the study is practical in that the findings
will prove useful for practising teachers and school managers and not the least those
engaged in teacher education.
