ERIC Number: ED337857
Record Type: Non-Journal
Publication Date: 1991
Reference Count: N/A
Teacher Empowerment and Professional Knowledge. CPRE Research Report Series RR-020.
Lichtenstein, Gary; And Others
A view of teacher empowerment based on professional knowledge is presented in this paper. A new definition of "professional knowledge" for teachers is also proposed, based on teachers' knowledge of professional community, educational policy, and subject area. After a year of field study and a literature review of structural, formal, and institution-based efforts to empower teachers it was found that decentralization or enhanced teacher authority did not necessarily lead to teacher empowerment. Research on knowledge-based reforms was then conducted, based on interviews with 30 high school mathematics teachers involved in the Los Angeles and San Francisco projects of the Urban Mathematics Collaborative (UMC). Findings indicate that teachers believe they are empowered in principle and practice and have positive attitudes about teaching. A conclusion is that teachers' development of professionally relevant knowledge is necessary for genuine teacher empowerment. (12 references) (LMI)
Descriptors: Elementary Secondary Education, Knowledge Level, Participative Decision Making, Professional Development, School Restructuring, Self Concept, Teacher Influence, Teacher Participation
Publications, Consortium for Policy Research in Education, Eagleton Institute of Politics, Rutgers, The State University of New Jersey, New Brunswick, NJ 08901-1568 ($7.00 prepaid).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Consortium for Policy Research in Education, New Brunswick, NJ.
Identifiers - Location: California