Autonomia nauczyciela w reformowanej szkole

Abstract

The text presents the issue of autonomy. The centre of considerations is the conceptualization of the concept of ”teacher autonomy” and the exemplification of the various dimensions of teacher autonomy during constant education reforms in Poland. The work consists of three parts. The first characterizes subsequent school reforms carried out in democratic Poland. Particular attention was paid to regulations contained in educational law related to teacher autonomy. The second part discusses the concept of „autonomy” and „teacher autonomy”. An attempt was made to identify the stimulators and inhibitors of teacher autonomy. The third part presents selected results of periodically conducted research on the professional work of teachers, in particular their autonomy.