ERIC Number: ED334167
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
Conversations with Self and Conversations with Setting: A Framework for Thinking about Teacher Empowerment. Elementary Subjects Center Series No. 36.
Prawat, Richard S.
A framework for thinking about teacher empowerment is presented. Two important dimensions are used as a basis for highlighting some important similarities and differences emerging in the literature on empowerment. The first dimension relates to the context in which the process occurs. Some educators highlight the importance of the personal context (i.e., conversations with self), while others assume more of an outward perspective in their thinking about empowerment (i.e., conversations with settings). The second important dimension relates to the focus or agenda of the conversations. Here, a distinction is made between agendas that are more epistemological in nature and those that are more political. An illustration is provided of how this framework can be used to understand better the dynamics involved in collaborative work with teachers. Fifty-seven references are listed. (Author/IAH)
Descriptors: Context Effect, Educational Environment, Educational Theories, Elementary Education, Epistemology, Politics of Education, Professional Autonomy, Teachers
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824-1034 ($3.25).
Publication Type: Opinion Papers; Information Analyses
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Learning and Teaching of Elementary Subjects, East Lansing, MI.
Identifiers: Teacher Empowerment