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Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom
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| 2 |
Mapping Enabling Conditions for High-Quality PBL: A Collaboratory Approach
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In: Education Sciences; Volume 12; Issue 3; Pages: 222 (2022)
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Polycentricity and agency in the construction of expatriate teacher identity and pedagogical practice
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Affectivity and agency in English teaching for Youth and Adult Education
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In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 94-124 (2022) (2022)
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Teacher agency and the enactment of curriculum: The case of primary school EFL teachers in Vietnam
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Vu, Thi Loan. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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Negotiating the Limits of Teacher Agency: Constructed Constraints vs. Capacity to Act in Preservice Teachers’ Descriptions of Teaching Emergent Bilingual Learners
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In: ETSU Faculty Works (2021)
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“They Make Me Who I Am Today”: A Science Teacher’s Narrated Positioning, Agency, and Mediated Pedagogy with Multilingual Students
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In: Journal of Multilingual Education Research (2021)
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The Paradox Of Professional Teacher Agency And Accountability In Public Education: Using Autoethnography To Promote Reflexivity In Teachers And Raise Consciousness Of Agentic Beliefs And Values
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Abstract:
The current atmosphere of education perpetuates a tumultuous climate in which educators must construct their identity amidst competing philosophies of education, pedagogy, and schooling. Furthermore, their professional actions are seldom appreciated in context of teachers’ ability to act as agents of change undermining their significance and the importance of their beliefs and sense of agency (Priestley, et al. 2015). It has been suggested that “teacher agency. has the capacity to make the operation of the educational system, both at the systemic level and at the individual and collective level of teacher practice, more intelligent and, therefore, more able to engage with the complexities and the uniqueness of the here and now in meaningful and purposeful ways” (Priestley et al., 2015, p. 149). In exploring the topic of teacher agency, several important questions are posed: Where are the philosophical and pragmatic boundaries of teacher agency as we continue to examine the implications of agency on teachers’ professional identities? How does one “awaken” a teacher to the concept and constructs of agency in order to exercise their perceived agency in professional contexts? Which educational philosophies and practices generate a structure that promotes the importance of agency as an emergent and dialectical phenomenon? And how can accountability be understood and subsequently resolved as a structure of education which paradoxically affects teacher agency? An emergent theory of agency is suggested within a temporal construct that appreciates the phenomenological aspects of critical reflexivity. This construct invites qualitative inquiry into the subjective well-being associated with related concepts of self-constitution. This study identifies requisite agentic variables and helps to reconceptualize teacher agency within multiple fields and disciplines in order to establish an emergent phenomenological concept of agency generated by intrapersonal beliefs that can be used within the context of authoring authentic selves as teachers in professional contexts (chapter 2). The study will serve as an example of an agentic conversation, practiced through reflexivity, and realized autoethnographically, between myself as both student and teacher within educational structures of accountability (chapters 4-6). Ultimately, I promote other educators to practice similar reflexive/autoethnographic conversations between themselves and their unique professional and educational contexts. The process of “awakening” educators to their agentic realities through autoethnographic reflexivity holds perceivably limitless potential for teacher education, professional and personal development, and the broader concepts of school reform (Eteläpelto, Vähäsantanen, Hökkä, and Paloniemi, 2013; Hadar and Benish-Weisman, 2019; Lipponen and Kumpulainen, 201; Priestley, Biesta, Robinson, 2015a).
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Keyword:
Accountability; Critical pedagogy; Education--Aims and objectives; Teacher agency; Teaching
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URL: https://digital.library.txstate.edu/handle/10877/13463
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| 9 |
The Identity and Agency of Non-native English-Speaking Teachers Undertaking a Postgraduate TESOL Degree in Australia: A Narrative Case Study Approach
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Wilson, Owen. - : The University of Sydney, 2021. : Faculty of Arts and Social Sciences, Sydney School of Education and Social Work, 2021
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| 10 |
El proceso dinámico de construcción de identidad estudiantes- profesores como futuros profesores
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In: Cuadernos de Lingüística Hispánica, ISSN 0121-053X, Nº. 38, 2021 (Ejemplar dedicado a: Publicación Continua), pags. 1-20 (2021)
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| 11 |
Agentive Apprenticeship of Observation and English Teacher Identity: A Pakistani Case of Learning to Teach English
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| 12 |
Student agency in collaborative writing: A sociocognitive perspective
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| 13 |
Agência de professores de língua inglesa em formação e em serviço: desafios e possibilidades ; Pre-service and in-service English teachers agency: challenges and possibilities
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Landim, Denise Silva Paes. - : Biblioteca Digital de Teses e Dissertações da USP, 2020. : Universidade de São Paulo, 2020. : Faculdade de Filosofia, Letras e Ciências Humanas, 2020
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Curriculum making as relational practice: a qualitative ego-network approach
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| 15 |
Culturally Responsive Teaching in Practice: Exploring English Language Arts Classrooms That Serve Ethnically, Linguistically, and Culturally Diverse Students
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Integration of local texts and cultural practices in localised EFL classrooms:An ethnographic study of a rural Indonesian school
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We All Ascend Together: A teacher-oriented exploration into the affordances and limitations to developing learner agency in years 4-8 Aotearoa/New Zealand classrooms.
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“WE WERE NOT PREPARED FOR THIS”: DEVELOPMENT OF TEACHERS 'AGENCY IN PANDEMIC TIMES ; “NÓS NÃO ESTÁVAMOS PREPARADAS PRA ISSO”: DESENVOLVIMENTO DE AGÊNCIA DE PROFESSORAS EM TEMPOS DE PANDEMIA
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In: Intercâmbio. Revista do Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem. ISSN 2237-759X; v. 46 (2020): Reflexões sobre o discurso em contextos sociais diversos – perspectiva crítica ; 2237-759X ; 1413-4055 (2020)
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| 19 |
Supporting English Learners through Practice-Based Research
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In: Reading Horizons: A Journal of Literacy and Language Arts (2020)
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Agentive Apprenticeship of Observation and English Teacher Identity: A Pakistani Case of Learning to Teach English
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In: Canadian Journal of Applied Linguistics; Vol. 23 No. 1 (2020); 117-136 ; Revue canadienne de linguistique appliquée; Vol. 23 No. 1 (2020); 117-136 ; 1920-1818 ; 1481-868X (2020)
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