Search results for: Hokka Paivi
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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
This article examines how teacher educators exercise professional agency in negotiating their teacher and researcher identities. This paper also examines how professional agency is manifested in their local work contexts at individual level, at work-community level and at organisational levels. The study is based on a sociocultural approach, and it seeks to conceptualise the interplay between individual actors and the social context. The main finding was that that teacher educators manifested a strong sense of agency when describing their work as teachers. However, the construction of their researcher identity was subjugated, complex and characterised by a lack of resources. The accounts reflected a lack of agency, with minor resources for identity construction or for working as a researcher.
Updated: Nov. 18, 2013
The authors’ goal was to understand the contrasting discourses used by teacher educators in talking about curriculum development, on the grounds that such discourses frame interpretations that direct the implementation of teacher education as a whole. Five contrasting interpretative repertoires were found. The authors illustrate these and discuss what they imply for the development of teacher education.
Updated: Aug. 17, 2010