Date of Award

1-1-1998

Degree Type

Thesis

Degree Name

Master of Education

School

School of Education

Faculty

Faculty of Community Services, Education and Social Sciences

First Advisor

Dr Lorraine Corrie

Abstract

This study explores teacher's knowledge and practice of empowering young children as learners. Empowerment is a complex and multifaceted construct, and a recurring theme in early childhood literature. This study took place in four early childhood settings in Australia and the United Kingdom. The research was conducted using qualitative methodology, primarily with the use of video-taped observations and stimulated-recall teacher interviews. Findings indicate that the teachers enacted their knowledge and practice of empowerment. However, empowerment was interpreted differently by each teacher. The current study found links existed between teachers' knowledge and practice and their pedogogic orientation.

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