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Empowering educators: Promoting enabling teaching and learning in research and practice

chapter
posted on 24.07.2018, 00:00 by K Larkin, M Kawka, K Noble, H van Rensburg, L Brodie, Patrick DanaherPatrick Danaher
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).

History

Editor

Larkin K; Kawka M; Noble K; van Rensburg H; Brodie L; Danaher PA

Start Page

1

End Page

14

Number of Pages

14

ISBN-10

1137515899

ISBN-13

9781137515896

Publisher

Palgrave Macmillan

Place of Publication

Basingstoke, UK.

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Griffith University; University of Southern Queensland; Australian Catholic University

Era Eligible

Yes

Number of Chapters

9

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Keywords

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