Teacher empowerment: Difference between revisions
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== Definition == | == Definition == | ||
* 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]]. | * 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 == | |||
== References == | == References == | ||
* | * Kynigos, C. (2004, in press). A 'Black-and-White Box' approach to user | ||
empowerment with component computing, Interactive Learning Environments. | |||
[[Category: Organization and management]] | [[Category: Organization and management]] | ||
Revision as of 14:21, 3 June 2006
Definition
- 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
References
- Kynigos, C. (2004, in press). A 'Black-and-White Box' approach to user
empowerment with component computing, Interactive Learning Environments.