Empowering Educators: Promoting Enabling Teaching and Learning in Research and Practice
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Author(s)
Larkin, Kevin
Kawka, Marta
Noble, Karen
van Rensburg, Henriette
Brodie, Lyn
Danaher, Patrick Alan
Year published
2015
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An abiding ambivalence attends the work and identities of contemporary educators. On the one hand, few informed and well-disposed commentators would doubt the importance of teaching and its transformative potential, encapsulated in representations of the teaching profession both in films (Ellsmore, 2005) and in novels (Carr, 1984). On the other hand, teachers are seen as increasingly pressured and under threat, including through (albeit often reluctant) complicity with high-stakes standardised testing (Au, 2011), responding to individual accountability and school league tables (Perryman, Ball, Maguire, & Braun, 2011), engaging ...
View more >An abiding ambivalence attends the work and identities of contemporary educators. On the one hand, few informed and well-disposed commentators would doubt the importance of teaching and its transformative potential, encapsulated in representations of the teaching profession both in films (Ellsmore, 2005) and in novels (Carr, 1984). On the other hand, teachers are seen as increasingly pressured and under threat, including through (albeit often reluctant) complicity with high-stakes standardised testing (Au, 2011), responding to individual accountability and school league tables (Perryman, Ball, Maguire, & Braun, 2011), engaging with school leaders who have varying degrees of competency (Tschannen-Moran, 2014) and sometimes experiencing feelings of not belonging at school and of emotional exhaustion (Skaalvik & Skaalvik, 2011).
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View more >An abiding ambivalence attends the work and identities of contemporary educators. On the one hand, few informed and well-disposed commentators would doubt the importance of teaching and its transformative potential, encapsulated in representations of the teaching profession both in films (Ellsmore, 2005) and in novels (Carr, 1984). On the other hand, teachers are seen as increasingly pressured and under threat, including through (albeit often reluctant) complicity with high-stakes standardised testing (Au, 2011), responding to individual accountability and school league tables (Perryman, Ball, Maguire, & Braun, 2011), engaging with school leaders who have varying degrees of competency (Tschannen-Moran, 2014) and sometimes experiencing feelings of not belonging at school and of emotional exhaustion (Skaalvik & Skaalvik, 2011).
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Book Title
Empowering Educators: Proven Principles and Successful Strategies
Copyright Statement
© 2015 Palgrave Macmillan. This is the author-manuscript version of this paper. It is reproduced here in accordance with the copyright policy of the publisher. Please refer to the publisher’s website for further information.
Subject
Teacher education and professional development of educators