| Título: | Teaching Autonomy: Does Spanish Education System Achieve the Desired Effect? |
| Autores: | Angel-Alvarado, Rolando ; Wilhelmi, Miguel R. ; Belletich, Olga |
| Tipo de documento: | texto impreso |
| Editorial: | Editorial Universidad de Almería, 2020-03-09 |
| Dimensiones: | application/pdf |
| Nota general: |
Psychology, Society, & Education; Vol. 12, Núm. 1 (2020); 85-96 Psychology, Society, & Education; Vol. 12, Núm. 1 (2020); 85-96 1989709X 2171-2085 10.25115/psye.v1i1 Copyright (c) 2019 Psychology, Society, & Education |
| Idiomas: | Inglés |
| Palabras clave: | Artículos |
| Resumen: | Despite the Spanish curriculum for primary education establishes compulsory and elective subjects in order to promote teacher autonomy; curricular management is achieving the opposite of the desired effect according to teachers. This study aims statistically comparing the autonomy of educators who teach compulsory subjects and who only impart elective subjects. The method comprises a nonexperimental quantitative research design, establishing a random cluster sampling that has statistical representativeness from national standpoint. Results demonstrate that teachers who only impart elective subjects perceive a greater enjoyment toward pedagogical activity than the other group. In conclusion, it is reasonable to put the Spanish curriculum under scrutiny because its effectiveness for fostering the teacher autonomy is questioned. |
| En línea: | http://ojs.ual.es/ojs/index.php/psye/article/view/2585 |
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