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

Larkin, Kevin and Kawka, Marta and Noble, Karen and van Rensburg, Henriette and Brodie, Lyn and Danaher, Patrick Alan ORCID: https://orcid.org/0000-0002-2289-7774 (2015) Empowering educators: promoting enabling teaching and learning in research and practice. In: Empowering educators: proven principles and successful strategies. Palgrave Macmillan Ltd., London, United Kingdom, pp. 1-13. ISBN 978-1-349-55957-2

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Teachers and teaching lie at the heart of effective, sustainable and transformative education. Yet teachers across the globe are increasingly experiencing pressure and under siege as the demands on their work increase without a corresponding growth in the resources and support available to them. There is accordingly a significant need to empower educators so that they can in turn continue to empower, inspire and nourish their students to face the challenges and uncertainties of the 21st century.

This chapter places this dual focus on empowering educators in a broader perspective by distilling key findings from contemporary scholarship about teachers and teaching. This scholarship traverses the formally constituted sectors in which educators work as well as the informal spaces that many of them occupy to build collegiality and to nourish their spirits to enable them to fulfil as many as possible of the competing expectations held for their work by governments, communities and employers. Three themes in particular frame the authors’ analysis of these key scholarly findings: the dual character of marginalisation; resilience; and the conditions for sustainable and transformative professional learning for educators.
The authors proceed to link these themes and the wider research findings to which they relate with selected contemporary ‘hot topics’ and ‘wicked problems’ informing current approaches to educational policy-making and practice. The authors evince grounds for cautious optimism in the crucial project of empowering educators on the basis of these issues, provided that the agency and responsibility of individual teachers are not overshadowed by wider structural forces and contradictory pressures.

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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: No
Item Status: Live Archive
Additional Information: Accepted chapter deposited in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education (1 Jul 2013 - 30 Jun 2019)
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood (1 Jul 2013 - 30 Jun 2019)
Date Deposited: 14 May 2020 03:40
Last Modified: 14 May 2020 06:08
Uncontrolled Keywords: education research, teachers' agency, teachers' empowerment, teachers' identities, teachers' professional learning, teachers' work, teaching and learning
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1301 Education Systems > 130105 Primary Education (excl. Maori)
13 Education > 1301 Education Systems > 130106 Secondary Education
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
C Society > 93 Education and Training > 9304 School/Institution > 930499 School/Institution not elsewhere classified
Identification Number or DOI: https://doi.org/10.1057/9781137515896_1
URI: http://eprints.usq.edu.au/id/eprint/37640

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