The paper deals with the relationships between models of regulation (bureaucratic, professionnal and market) of education and teacher autonomy. As espoused by professional and labour associations of Canada and Quebec, teacher autonomy is used to disclose the evolution of models of educational regulation. Adopting a neo-institutionalist point of view, the paper argues that teacher autonomy, as promoted by canadian teacher unions, refers to activities considered central of teachers' work, as opposed to peripheral activities. This distinction helps understand why in Canada a strong reaction against curriculum centralization and standardization of evaluation has been observed, whereas Quebec teachers' unions seem to accommodate themselves with an increase in parental power. In both contexts (Canada and Quebec), a strong resistance to work reorganization is also noticeable.
Regulation; Teacher Autonomy; Responsability; Participation; Reorganization and Defense of Work