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Teacher Empowerment and Professional Knowledge


by Milbrey W. McLaughlin, Gary Lichtenstein & Jennifer Knudsen 1992

This chapter elaborates this conception with the related goals of (1) presenting a view of teacher empowerment which recognizes the essential role of professional knowledge, and (2) redefining existing notions of what comprises "professional knowledge" for teachers. Our objective is not to disparage structural or authority-based reforms as such, but to argue that changed authority or institutional relations alone are likely to prove disappointing. Further, we aim to present a view of teachers' professional knowledge that extends beyond notions evident in staff development efforts or even in many knowledge-based empowerment strategies.


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This article originally appeared as NSSE Yearbook Vol 91, No. 1.


Cite This Article as: Teachers College Record Volume 93 Number 5, 1992, p. 37-58
http://www.tcrecord.org ID Number: 18862, Date Accessed: 10/18/2017 3:39:58 AM

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About the Author
  • Milbrey McLaughlin
    Stanford University
    E-mail Author
    MILBREY W. MCLAUGHLIN is Professor of Education and Director of the Center for Research on the Context of Secondary School Teaching at Stanford University.
  • Gary Lichtenstein
    Stanford University
    E-mail Author
    GARY LICHTENSTEIN is a doctoral student at Stanford University.
  • Jennifer Knudsen
    Stanford University
    E-mail Author
    JENNIFER KNUDSEN is a doctoral student at Stanford University.
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