Search results for: Lipponen Lasse

In this article, the authors report on the results of an ethnographically-grounded investigation of agency work among nine pre-service teachers. The main objective is to determine how agency emerges and is constructed in situated discourse practices within the context of a teacher education program embedded in the collective inquiry approach. Here, agency work emerged in interactional spaces containing the pre-service teachers, educators, the surrounding field of others, and the subject discipline(s) embedded in a particular cultural context including its tools and practices.