Autonomy is under pressure
The freedom to do your work in your own way is under pressure at many schools. Staff in education have the feeling that they have to do a lot instead of being allowed to. Two teachers talk about what autonomy means to them.
Autonomy for me is the freedom to get out of somewhere with the children that I could not have imagined in the morning on the bike. That surprise is completely gone
Sylvia Versteeg: "I can no longer express my individuality in my work" Image: Rob Niemantsverdriet
Sylvia Versteeg has a background in care for the disabled, completed part-time teacher training in 2001 and has been working as a teacher ever since. First as a substitute, then stuck at one school for twelve years and in recent years she has worked at various schools of the board.
“In unit education, where students go from instruction to instruction and in between work independently in learning squares, I experience no autonomy at all. Making narrative education with the children spontaneously, in the moment, is the best thing there is, but that is no longer possible. I walk with a kind of bible that tells me what to do every 30 minutes: the same lessons every time, completely out of the story. Everything and everyone has already thought for me, and if I want something myself, it must first be discussed.
I can no longer express my identity in it. I miss continuing to embroider creatively when children have questions; that we can spontaneously go outside to investigate something or play an in-depth game to practice something. But I can't just deviate, because then the next teacher's lesson will no longer connect to it.
The system just doesn't suit me. Many young colleagues and people who enjoy management in particular swear by this. They mainly see advantages: you work more together, design lessons together, share responsibilities and no longer have to teach all the subjects. But I like diversity and the game between the different talents of children on the one hand and the cohesion between the subjects and everyone's connection to them on the other.
In addition, I no longer have a good picture of the children and their needs. I miss the group feeling, where I see the children all the time and they see me. Autonomy for me is the freedom to get out of somewhere with the children that I could not have imagined in the morning on the bike. That surprise is completely gone.”
I like to see autonomy as something shared. Choosing together what and how we are going to tackle something not only ensures less work pressure, but above all better education that is supported by an entire team
Petra Holtkamp: 'By questioning teachers instead of imposing something, you take them seriously.' Image: Rob Niemantsverdriet
Petra Holtkamp made the transition from the music industry to education twelve years ago. After many temporary contracts at various schools, from VMBO to ROC, she has had a permanent appointment for the past five years. She works as an English teacher at a school for mavo, havo and vwo.
“For me, a teacher is autonomous if he is seen as the expert who knows what he is doing and what is needed to improve education. Usually it is the other way around: the management wants to change something and sends in an outside expert without being asked. The funny thing is that it is usually another lecturer who has started his own company. However good the intention of the management may be, this still comes across as paternalistic, as if we as teachers know nothing.
For example, a subject such as formative action is extensively discussed in teacher training. So first take a look at what expertise you have in-house and decide together which topics have priority. What are we not going to do, what are we going to do and when is that successful? By always going along with every working group, advisor or coach who comes up with something new, we work ourselves over the head.
It can be much simpler. By questioning teachers instead of imposing something, you take them seriously. They cut out differently. It also creates situations in which everyone interprets educational innovation in their own way. I therefore like to see autonomy as something shared. Choosing together what and how we are going to tackle something not only ensures less work pressure, but also, above all, better education that is supported by an entire team.”
How much freedom do you experience in your work? The editors of the Education magazine try to form a good picture of the state of autonomy in education. Help and share your story on: www.aob.nl/autonomy
