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Empowering Educators: Promoting Enabling Teaching and Learning in Research and Practice

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Empowering Educators

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Abstract

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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Authors
  1. Kevin Larkin
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  2. Marta Kawka
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  3. Karen Noble
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  4. Henriette van Rensburg
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  5. Lyn Brodie
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  6. Patrick Alan Danaher
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Editor information

Editors and Affiliations

  1. Griffith University, Australia

    Kevin Larkin  & Marta Kawka  & 

  2. University of Southern Queensland, Australia

    Karen Noble , Henriette van Rensburg , Lyn Brodie  & Patrick Alan Danaher , ,  & 

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© 2015 Kevin Larkin, Marta Kawka, Karen Noble, Henriette van Rensburg, Lyn Brodie and Patrick Alan Danaher

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Larkin, K., Kawka, M., Noble, K., van Rensburg, H., Brodie, L., Danaher, P.A. (2015). Empowering Educators: Promoting Enabling Teaching and Learning in Research and Practice. In: Larkin, K., Kawka, M., Noble, K., van Rensburg, H., Brodie, L., Danaher, P.A. (eds) Empowering Educators. Palgrave Macmillan, London. https://doi.org/10.1057/9781137515896_1

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