Teacher Empowerment in a Professional Development School Collaborative: Pilot Assessment. Technical Report 931101.

Autor/inn/en	Morris, Vivian Gunn; Nunnery, John A.
Titel	Teacher Empowerment in a Professional Development School Collaborative: Pilot Assessment. Technical Report 931101.
Quelle	(1993), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College School Cooperation; Collegiality; Elementary Education; Elementary School Teachers; Higher Education; Inservice Teacher Education; Mentors; Pilot Projects; Preservice Teacher Education; Professional Development Schools; School Role; Self Efficacy; Teacher Attitudes; Teacher Role + Suchen Sie Ihr Suchwort? Kollegialität; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Pilot project; Modellversuch; Pilotprojekt; Lehramtsstudiengang; Lehrerausbildung; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Lehrerrolle
Abstract	The Memphis State University professional development school (PDS) model was designed to enhance teacher empowerment along certain dimensions of teacher empowerment cited in the literature: mentoring self-efficacy, teaching self-efficacy, professional knowledge, and collegiality. This PDS model contains three components: supervision of practice teachers, school improvement planning, and clinical professor training. A modified version of the "Teacher Empowerment Inventory" was administered to 140 of the 190 teachers in 6 elementary schools participating in the PDS program in 1992-1993. Data analysis indicated that teachers in the PDSs felt that the PDS experience enhanced their sense of empowerment by increasing mentoring self-efficacy (degree to which teachers feel able to influence training and entry into the profession of new teachers); teaching self-efficacy (feeling of professionalism, status, and self-esteem as teachers); collegiality (extent of teachers' belief that they work with and influence their peers to improve teaching and learning in their schools); and professional knowledge (teachers' perceptions of their own content knowledge and pedagogial skills). Although teachers perceived themselves to be more empowered along these four dimensions, findings also indicated that these teachers felt that they had very limited power to make changes that might positively affect teaching and learning within their own schools. Included in this paper is an appendix, which contains scale items and reliability estimates. (IAH)
Anmerkungen	Center for Research in Educational Policy, College of Education, Memphis State University, Memphis, TN 38152.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC