Abstract
The chapter contributes to the ongoing debates around teacher empowerment, by discussing it as a structural-relational process, rather than an individual quality a teacher can acquire. It raises an issue of why pre-service teachers doing their degree would be motivated to act from the position of empowerment, when the main focus is academic achievement. The critical analysis in this chapter is based on a retrospective action research project that took place in an Australian University, with undergraduate pre-service teachers undertaking action research projects in their practicum.
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Popova, A. (2023). A Socio-Cultural and Activity Theory Analysis of Pre-service Teachers’ Empowerment to Conduct Action Research. In: Zajda, J., Hallam, P., Whitehouse, J. (eds) Globalisation, Values Education and Teaching Democracy . Globalisation, Comparative Education and Policy Research, vol 35. Springer, Cham. https://doi.org/10.1007/978-3-031-15896-4_7
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