Teacher agency and the digital. Empowerment or control?

Autor/in	Schulte, Barbara
Titel	Teacher agency and the digital. Empowerment or control?
Quelle	In: on education. Journal for research and debate, 2 (2019) 5, 7 S.Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2571-7855
DOI	10.25656/01:23046 10.17899/on_ed.2019.5.2
URN	urn:nbn:de:0111-pedocs-230469
Schlagwörter	Bildungssystem; Bildung; Ungleichheit; Kontrolle; Autonomie; Empowerment; Schüler; Lehrer; Handlung; Professionalisierung; Digitalisierung; Technologie; Stadt; Ländlicher Raum; China
Abstract	Teachers are both controlling agents and controlled subjects, in any educational system. Educational research has approached this dual role from a variety of practical and theoretical angles, the most notable perhaps being the perspective of teacher autonomy as it is negotiated between, simply speaking, structure and agency. This essay urges to more critically illuminate the relationship between our conceptions of teacher agency on the one side, and student empowerment on the other. It discusses under what circumstances increased teacher agency may lead to more student empowerment, and generally to a more democratic understanding of schooling; and conversely, how strengthened teacher agency may be able to constrain student empowerment. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main