Teacher empowerment
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Definition
- According to Teacher Empowerment (2002), Bolin (1989, p. 82) defined teacher empowerment as 'investing teachers with the right to participate in the determination of school goals and policies and to exercise professional judgment about what and how to teach.'
- Empowerment is strongly correlated with task motivation. Therefore one can claim that in order to engage teachers in pedagogical reform one must give them some control over their own work and influence in the reform process. It also means that "fake empowerment" strategies will lead to bad oucomes (see the Baruch empowerment model.)
See also: empowerment
Empowerment in education technology
We can formulate the hypothesis that:
- Teachers must have control over the choice technology they want to use in the classroom.
- Teachers must have control over the software itself, i.e. be able to adapt it to there needs. One solution is to provide teachers with
These issues are related to change management issues. Kynigos (2004) claims that “the design, development and user-support of empowering computational media should be viewed as a continuing effort to build social change architectures, rather than single R&D projects. We suggest that this can only be done through the development and preservation of hybrid communities across organizations"”.
Links
References
- Kynigos, C. (2004). A 'Black-and-White Box' approach to user
empowerment with component computing, Interactive Learning Environments, 12 (1-2) 27-71.
- Keiser, N. M. & Shen, J. (2000). Principals' and teachers' perceptions of teacher empowerment. The Journal of Leadership Studies, 7(3).
- Teacher Empowerment, 2002 Leadership Discoveries, OSU Leardership Center, Word retrieved 14:49, 3 June 2006 (MEST)