Search results for: Vahasantanen Katja

This article examined teacher educators' collective professional agency and identity within an identity coaching programe. This article illustrates how collective agency and identity are closely intertwined. The authors argue that it appears that a shared understanding of collective identity directs collective agency. In addition, the study reveals the importance of agency in negotiating new kinds of crystallized collective identity. Through strengthened collective agency, the participants were able to give a new meaning to themselves as a professional group within the department, deserving of respect. In conclusion, this study suggests that when one is seeking to understand collective identity and agency in professional contexts, it is important to address people's own individual narratives and learning pathways. Hence, this research emphasizes that in supporting collective identity and agency among professionals, it is pivotal to create shared learning platforms and processes that will allow the professionals to encounter each other, and to discuss issues concerning continuous changes, work, and professional identities.