Abstract
In this paper, we address the under-investigated topic of teaching displaced students and at the same time build on this unique teaching context to theorize about teachers’ sense of autonomy and support. While it is generally presumed that respecting teachers’ autonomy is important, there is a need to refine our understanding of how and why a sense of autonomy is not always embraced by teachers or perceived as valuable. The study builds on 14 interviews with teachers in provisional schools for displaced students in Israel. We articulate and illustrate a preliminary framework that elaborates on the notion of teacher autonomy by distinguishing the autonomy that teachers are granted from the support they receive to deal with the challenges that might come with such autonomy.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 19th International Conference of the Learning Sciences - ICLS 2025 |
| Editors | Antti Rajala, Arturo Cortez, Riikka Hofmann , Alfredo Jornet, Heila Lotz-Sisitka, Lina Markauskaite |
| Publisher | International Society of the Learning Sciences |
| Pages | 1314-1318 |
| Number of pages | 5 |
| ISBN (Electronic) | 979-8-9906980-3-1 |
| DOIs | |
| State | Published - 2025 |
| Event | International Conference of the Learning Sciences - Helsinki, Finland Duration: 10 Jun 2025 → 13 Jun 2025 Conference number: 19 https://2025.isls.org/proceedings/#proceeding|2 |
Conference
| Conference | International Conference of the Learning Sciences |
|---|---|
| Abbreviated title | ICLS 2025 |
| Country/Territory | Finland |
| City | Helsinki |
| Period | 10/06/25 → 13/06/25 |
| Internet address |