Search results for: Agency
Page 1/2 13 items
Student teachers’ professional development: early practice and horizontal networks as ways to bridge the theory-practice gap
This article focuses on student teachers’ professional development and explores how the students connect theory and practice in these processes. Data consist of 17 talks during weekly seminars with 15 preschool student teachers and a group of researchers both at campus and at the practicum placements during their first term. Initially, the researchers introduced discussions with an aim to challenge the students' views on general societal issues as well as specific issues related to the preschool practice. Eventually, the seminars changed toward student and researchers being more equal interlocutors. Experiences were discussed and relations between theory and practice were elaborated. Analyses from an ecological perspective of teacher agency show that the student teachers’ agency develops from a naïve to a proactive understanding of the profession. The early practicum period in combination with regular seminars was important for the student teachers’ developing profession. The practicum period provides practical challenges, and the seminar discussions with researchers provides theoretical challenges. Implications for teacher education are discussed, such as offering horizontal teacher networks where students get support to be able to develop their professional agency.
Updated: Jul. 12, 2022
Metaphorically drawing the transition into teaching: What early career teachers reveal about identity, resilience and agency
This article examines the transition experiences of four early career teachers throughout their first year of teaching. Using metaphorical drawings and narratives, this study investigated the relationship between identity, resilience and agency during this transition period. By drawing on legitimate peripheral participation as a theoretical lens to theorise teachers’ transition experiences, the findings reveal that identity, resilience and agency worked in tandem to enable each early career teacher to look beyond challenges, pressure and fluctuating confidence during this critical transition period. These findings shed new light on why some teachers successfully withstand pressure throughout their first year of teaching.
Updated: May. 02, 2022
When performativity meets agency: how early career teachers struggle to reconcile competing agendas to become ‘quality’ teachers
Early career teachers are increasingly required to be ‘classroom ready’ upon graduation and to demonstrate capabilities that match their more experienced colleagues. They are also joining a profession that is characterised by increased scrutiny and accountability driven by standards that seek to identify the hallmarks of good teaching. This agenda, constructed around a discourse of ‘quality’, has created dilemmas for early career teachers. However, little is known about how early career teachers navigate these pressures as they begin their careers. This article reports on a study that sought high-achieving graduate teachers’ perceptions of teacher quality and how they assessed their own practices within a ‘quality’ framework. The study found that high-achieving early career teachers wrestle with their perceptions of what a ‘good’ teacher might be and do, and how this contrasts with official representations of a ‘quality teacher’, and that they frequently ‘govern’ themselves using the regulations and discourses related to ‘the quality teacher’. The authors argue that broader conceptualisations of teacher quality are needed to enable early career teachers to develop as agentic professionals.
Updated: Mar. 14, 2022
A narrative inquiry of teacher educators’ professional agency, identity renegotiations, and emotional responses amid educational disruption
Employing a narrative inquiry, the study explored the way nine teacher educators responded temporally to the emotionally-laden challenges faced during the disruption to education caused by the COVID-19 pandemic, with a focus on their enactment of professional agency and renegotiation of their identities. Findings revealed seven conflicting themes located within personal, relational, and contextual spaces. Emotional experiences were further found to direct the dynamic forms of agency enacted, and consequently the consolidation or dismissal of renegotiated identities. The study concludes with the need to support teacher educators’ professional agency as a resource for transformative changes and innovations in teacher education.
Updated: Mar. 14, 2022
Confrontation, negotiation and agency: exploring the inner dynamics of student teacher identity transformation during teaching practicum
Despite a surge of research interest in pre-service teachers’ identities over the past years, scant attention has been paid to the process of their identity construction during their teaching practicum. Adopting a qualitative case study approach, this study seeks to fill this gap by examining the identity construction experiences of four pre-service school counselling teachers who have just completed their teaching practicum in a university in China. Informed by possible selves theory and identity conflicts theory, the study shows that the participants’ identity construction emerged from the interactions between their core identities and new forms of identities arising from their daily practice and social interactions in different school settings. While some participants’ identities updated and expanded in a supportive work environment, some experienced identity conflicts and deficits with a reduced sense of commitment towards teaching in a constraining school context. However, facilitated by their self-agency and contextual affordance, some navigated their identity conflicts by developing a negotiated identity and/or enriching their ideal identities for their continuing practice and development. The study argues for an explicit focus on teacher identities in current teacher education programs to raise student teachers’ identity awareness and facilitate their reflective learning and identity building.
Updated: Feb. 27, 2021
This paper presents a narrative inquiry study on agency development in student-teachers of an English language teacher program at a public university in the south of Colombia. The authors’ goal was to understand how student-teachers develop agency when narratively inquiring their community by planning and conducting community-based pedagogy projects on issues they found pertinent to investigate. The data were gathered through semi-structured focus group interviews, individual journal entries, and video-recorded talks about their inquiries. As a conclusion, they acknowledge that certain social and narrative practices such as interacting within their inquiry groups, interacting with their communities, voicing their communities’ necessities, and acting upon the inquired necessities facilitated developing agency and contributed to rethinking their roles as transformative members of their communities.
Updated: Jan. 30, 2021
Teacher Educators' Collective Professional Agency and Identity - Transforming Marginality to Strength
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.
Updated: May. 31, 2018
This study explored investigated novice teachers’ sense of professional agency, and the perceived resources and obstacles affecting it. The authors conclude that the findings imply that novice teachers need multiprofessional, collegial, and principal support for the practice of their professional agency within the school. The findings also emphasized the crucial role of the school principal.
Updated: Sep. 05, 2017
The current study examines how the perceived learning environment in teacher education contributes to the sense of professional agency in the classroom among first-year student teachers. The results revealed that the sense of professional agency in the classroom requires motivation to learn about teaching, efficacy beliefs about learning, and activities for facilitating and managing learning in the classroom. The results also demonstrate that these basic elements of professional agency were embedded in the contextualised components of student teachers’ sense of professional agency in the classroom. This study showed that the quality of peer relations is a key regulator for student teachers’ sense of professional agency from the very beginning of teacher studies. Peers are also shown to play a central role when facing challenges.
Updated: Sep. 05, 2017
Critical Considerations in Becoming Literacy Educators: Pre-service Teachers Rehearsing Agency and Negotiating Risk
This paper looks closely at the talk of two pre-service teachers over time to examine how they used language as a way of rehearsing their evolving agency as literacy educators. Analysis reveals that because pre-service teachers rehearse agency over time via language, such agency can be developed in teacher education coursework and field experiences. Findings indicate four recommendations to foster agency: rehearsals over time, dissonance to the point of frustration, observations and approximations in field experiences, and interactional spaces for critical reflection.
Updated: Jan. 02, 2017