Recent research has indicated global trends of decreasing teacher autonomy and increasing teacher accountability. Standardised national tests have been identified as one of many factors constraining teacher autonomy. Another trend influencing teachers’ scope of action is the profiling and branding of schools that compete for students. This qualitative case study concerns the general upper secondary level in Finland, the only level of education in the country with a high-stakes final examination—the matriculation exam. The upper secondary level is generally regarded as Finland’s most subject-focused level of education. In contrast to this subject-focused tradition, the case school for this research has developed a cross-curricular profile emphasising creativity, boundary crossing and an outward orientated approach. The study explores the teachers’ perceptions of how their autonomy is constrained in this context characterised by tensions between the cross-curricular school profile on one hand, and the subject-focused tradition and student evaluations on the other. Although one might expect these tensions to constrain teacher autonomy, the results show that the teachers, in fact, experience the cross-curricular school profile as increasing their individual autonomy. The study demonstrates that upper secondary teachers can experience extensive autonomy despite global trends of increasing teacher accountability and diminishing teacher autonomy.

中文翻译：

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教师在学科重点和跨课程学校概况之间的紧张关系中对自主性的看法：芬兰高中的案例研究

最近的研究表明，教师自主权下降和教师问责制增加的全球趋势。标准化的国家考试已被确定为限制教师自主权的众多因素之一。另一个影响教师行动范围的趋势是竞争学生的学校的形象塑造和品牌塑造。这个定性案例研究涉及芬兰的普通高中水平，这是该国唯一一个具有高风险期末考试的教育水平——预科考试。高中阶段通常被认为是芬兰最注重学科的教育水平。与这种以学科为中心的传统相比，本研究的案例学校开发了一种跨课程的概况，强调创造力、跨越边界和外向型方法。该研究探讨了教师对他们的自主性如何在这种背景下的看法，即一方面是跨课程的学校概况，另一方面是以学科为中心的传统和学生评价之间的紧张关系。尽管人们可能会认为这些紧张关系会限制教师的自主权，但结果表明，事实上，教师将跨课程学校的概况视为增加了他们的个人自主权。该研究表明，尽管全球教师问责制和教师自主权不断减少，但高中教师仍可以体验到广泛的自主权。尽管人们可能会认为这些紧张关系会限制教师的自主权，但结果表明，事实上，教师将跨课程学校的概况视为增加了他们的个人自主权。该研究表明，尽管全球教师问责制和教师自主权不断减少，但高中教师仍可以体验到广泛的自主权。尽管人们可能会认为这些紧张关系会限制教师的自主权，但结果表明，事实上，教师将跨课程学校的概况视为增加了他们的个人自主权。该研究表明，尽管全球教师问责制和教师自主权不断减少，但高中教师仍可以体验到广泛的自主权。