ub.xmlui.mirage2.page-structure.muninLogoub.xmlui.mirage2.page-structure.openResearchArchiveLogo
    • EnglishEnglish
    • norsknorsk
  • Velg spraakEnglish 
    • EnglishEnglish
    • norsknorsk
  • Administration/UB
View Item 
  •   Home
  • Fakultet for humaniora, samfunnsvitenskap og lærerutdanning
  • Institutt for lærerutdanning og pedagogikk
  • Artikler, rapporter og annet (lærerutdanning og pedagogikk)
  • View Item
  •   Home
  • Fakultet for humaniora, samfunnsvitenskap og lærerutdanning
  • Institutt for lærerutdanning og pedagogikk
  • Artikler, rapporter og annet (lærerutdanning og pedagogikk)
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Collaborative Autonomy–Support–A Pivotal Approach in the Legislation Regulating School–Home Collaboration in Norwegian Upper Secondary Schools

Permanent link
https://hdl.handle.net/10037/23672
DOI
https://doi.org/10.1080/00313831.2020.1788155
Thumbnail
View/Open
article.pdf (1.582Mb)
Published version (PDF)
Date
2020-07-20
Type
Journal article
Tidsskriftartikkel
Peer reviewed

Author
Vedeler, Gørill Warvik
Abstract
This article explores how current legislation addresses adolescents’ need for support in upper secondary school through school–home collaboration and introduces the framework of collaborative autonomy–support as the pivotal approach for analyses. Self-determination theory is used to describe adolescents’ need for competence, relatedness and autonomy. The study involved a document analysis in which Norwegian legislation was deconstructed through the lens of pedagogy in order to consider how legislative enactment challenges professional educational practices. The study uncovered three tensions in the legislation: the adolescents’ self-determination versus parental obligations, parents’ lack of formal representation in upper secondary school, and different directions in language used about parents in school. The article illuminates how legislation promotes adolescents’ autonomy, intrinsic motivation and volitional functioning.
Is part of
Vedeler, G.W. (2022). Samarbeidende autonomistøtte. Skole-hjem-samarbeid som pedagogisk fenomen i videregående skole. (Doctoral thesis). https://hdl.handle.net/10037/24060.
Publisher
Routledge
Citation
Vedeler gwv. Collaborative Autonomy–Support–A Pivotal Approach in the Legislation Regulating School–Home Collaboration in Norwegian Upper Secondary Schools. Scandinavian Journal of Educational Research. 2020:1-16
Metadata
Show full item record
Collections
  • Artikler, rapporter og annet (lærerutdanning og pedagogikk) [663]
Copyright 2020 The Author(s)

Browse

Browse all of MuninCommunities & CollectionsAuthor listTitlesBy Issue DateBrowse this CollectionAuthor listTitlesBy Issue Date
Login

Statistics

View Usage Statistics
UiT

Munin is powered by DSpace

UiT The Arctic University of Norway
The University Library
uit.no/ub - munin@ub.uit.no

Accessibility statement (Norwegian only)