Study on teacher empowerment in the primary schools

• Main Authors: Hung Meng-Hua, 洪孟華
• Other Authors: Lee Feng-Ju
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/37248046046143588860

碩士 === 國立嘉義大學 === 國民教育研究所 === 91 === Abstracts The thesis is focused on what teachers in the elementary schools would think of the meaning, factors and strategies of teacher empowerment. Due to the two theoretical arguments─Professionalism and Critical Pedagogy, the purposes of this thesis are as follows: (1) to understand the opinions and attitudes of teachers in the elementary schools on teacher empowerment from the views of Professionalism. (2) to understand the opinions and attitudes of teachers in the elementary schools on teacher empowerment from the views of Critical Pedagogy. (3) to discuss the factors and strategies of teacher empowerment. According to the three purposes, the study takes in-depth interview as the research strategies, and phenomenology to followed in data-analyzing, then find: （一）the definitions on teacher empowerment from the views of the teachers in the elementary schools Views from Professionalism argue that the meaning of teacher empowerment includes professional knowledge, skills, and autonomy. Nevertheless, views from Critical Pedagogy emphasize that teachers should keep in mind on educational beliefs in humanism and equal educational opportunities （二）the factors on teacher empowerment from views of the teachers in the elementary schools 1 teachers ─ levels of consciousness development, attitudes, professional knowledge and skills, attitudes in professional power. 2 schools —-the size, modes of bureaucracy, principal’s leading style, teacher culture and students’ attitudes. 3 teacher organizations─the way to be governed , and the participation of teacher clubs. 4 parents─attitudes in children’s academic performance, and views in school participation. （三） recommendations on the strategies of teacher empowerment from the views of teachers in the elementary schools. 1 teacher level─to improve professional attitude, engage in on-going in-service education and action research, put teacher empowerment from the view of Critical Pedagogy into practice with pessimistic perception, positive actions and strong standing points. 2 classroom level─to put teacher empowerment into practice by means of the arrangement of curriculum and homework, ways of teaching, evaluation, and the relationship between teachers and students. 3 school level─ to establish a power-with teacher culture and a teacher organization. 4 educational level─to communicate parents’ educational ideas, to establish teacher clubs. （四）It’s possible to combine the two views on teacher empowerment of Professionals and Critical Pedagogy according to the two reasons: 1 Professionalism has the danger to fall into technical rationality. 2 Critical Pedagogy can bring teacher empowerment more reflective and emancipatory power. Key words: teacher empowerment, Professionalism, Critical Pedagogy