Student teacher professional agency in the practicum

Teachers are encouraged to be active professionals in their work. Consequently, the development of professional agency in student teachers is an important dimension in teacher education. This paper reports on a study where the practice of six early childhood student teachers enrolled in a Bachelor of Education (Teaching) course was analysed, using Giddens' concept of agency, and each was found to have operated with agency. However, when additional criteria pertaining to early childhood professional practice were applied by means of a triadic viewpoint only three of the student teachers were deemed to have operated with ‘professional’ agency. Factors that were perceived to have contributed to or detracted from the student teachers' capacity to operate with professional agency were identified. Arising from these factors, this paper argues for in‐depth student teacher preparation for the practicum in order to develop professional agency.     

‘We matter just the same’: students and pre-service teachers working together in an alternative educational setting

This paper examines how a clinical experience in an alternative educational setting impacted both pre-service secondary teachers and the students with whom they worked. The participants were pre-service secondary teachers completing a clinical experience at a local agency that served a population of students for whom traditional school settings were not effective, as well as students at the agency. The results indicate that for the pre-service teachers, the experience allowed them to develop a deeper understanding of learner diversity and the importance of connecting to students. For the agency students, the interactions with the pre-service teachers provided them with additional academic support, as well as resources for post-secondary education. The agency students also recognized that they had the power to show pre-service teachers how to work effectively with students for whom traditional school settings are a challenge. The authors conclude with implications for pre-service teachers, agency students, and university and clinical site instructors, as well as practical considerations for developing such partnerships.     

Working with ‘necessary contradictions’: a social realist meta-analysis of an academic development programme review

This article addresses the problem of making programme evaluation sufficiently meaningful and cognisant of context such that practitioners, in this case of academic development, can gain new understandings of their situation in order to improve their practice. In order to do this, the paper uses Archer's morphogenetic framework to deepen the methodology of academic review on an academic development programme. The theory enables a richer understanding of how the programme developed within particular national and institutional situational logics and of the relationships between structure, culture and agency.     

The development of a mathematics teacher’s professional identity during her first year teaching

This study is focused on a period that poses several challenges for the development of mathematics teachers’ professional identities and agency: their first year of teaching in schools. During this period, beginning mathematics teachers confront tensions and contradictions among the principles, ideals, and experiences encountered during pre-service education and the demands, and restrictions of their teaching practice in schools. This article approaches this topic by developing an interpretative case study centered on one novice mathematics teacher, Sol. The aim is to describe and understand the development of Sol’s professional identity and agency during her first teaching year. Considering identity development as a diachronic phenomenon, we carry out a narrative analysis of the research data. The findings show that Sol developed her professional identity and agency through a process that gathered together the teaching practices possible inside her school, the positions she could negotiate as a newcomer inside the institution, and the cultural practices and discourses embodied during pre-service education. The results bring to the forefront the profound and tense interactions between the intimate and personal terrain of mathematics teachers and the social and cultural world of the schools where they work. Sol’s case also contributes to understanding the role that a robust pre-service education can play in the development of beginning teachers’ professional identities and in the possibility they could become agents of transformation in their schools.     

I,Teacher: re‐territorialization of teachers’ multi‐faceted agency in globalized education

Analysis of teachers’ agency as multifarious change, embedded in educational reform in the global era, stands largely unexamined in educational policy. Although the concept of teachers as agents has political implications, beyond this, examining teachers’ agency offers ways of describing and reviewing changes to teachers’ work and relations within evolving education systems. Local systems draw from globally orientated education policies, which continue to influence to the way that local systems redesign education. In the global context, education systems are complex interactions between structure and agency, evidenced as ‘multiplicity undergoing change’. In other words, there is dynamic and dialectic interplay between structure and agency. Teachers’ agency, germane to dynamic interplay, means that teachers are not only engaging in the reproduction of structural change aligning globalization‐driven reforms to their work and practice, but also, in adapting and reacting to new structural conditions, they are transformed through their actions. In this paper, the focus becomes teachers’ agency as a framework for understanding how teachers are redesigned and reassembled to do things differently within restructured education systems. Finally, the discussion considers the possible consequences of teachers work and practice, given teachers’ agency relative to the macro policy of superfigures and the transitional national/global structures.     

成人教育教师专业成长路径探析——以诺尔斯的专业成长为例

研究成人教育教师专业化离不开对成人教师个体专业成长方式的探寻。文章以历史个案研究方法,对美国成人教育家诺尔斯如何以品德铸就、专业践行、学术研究及终身学习路径,成就为一位成人教育专业领军人物的成长过程进行解析,试图为所有致力于成人教育专业发展的教师指路引航。     

Differences in pedagogical understanding among student–teachers in a four-year initial teacher education programme

As teacher educators, preparing student–teachers who are able to address diverse student needs is our main concern. It has been suggested in the literature that teachers who are adaptive to students’ needs are those who possess adequate pedagogical content knowledge or pedagogical understanding. However, it is not uncommon for teacher educators to find student–teachers with diverse pedagogical understandings even at the point of graduation from the teacher education programme. This paper aims to explain and analyse the development of pedagogical understanding among student–teachers in an initial teacher education programme. The findings are drawn from a study conducted at the Hong Kong Institute of Education where in-depth interviews were carried out during the four-year programme. The findings from the three selected cases provide an explanation for why some individual student–teachers show continuous development, whereas others remain confused in their pedagogical understanding throughout the teacher education programme. While acknowledging individual differences in pedagogical understanding, we attempt to explain such differences by investigating the relationship between different dimensions of the student–teachers’ learning such as the integration of pedagogical understanding with the teaching contexts, integration of feedback from lecturers and supporting teachers, and their focus of concern. The findings reveal that the three cases demonstrate different levels of pedagogical understanding and possess varying ‘senses of agency’. Of the three cases, the first one, Peggy has the strongest sense of agency. Despite influences related to classroom management, diverse learning ability among pupils, and the teaching methods which pupils were accustomed to previously, she actively introduced rhythmic movements into her lessons, developed pupils’ ability to learn gradually and achieved an impact on pupils’ learning which was also recognized by her supporting teacher. The analysis suggests that the second case, Lilian has a weaker sense of agency as she was severely limited by influences in the teaching context in her first teaching practice and resorted to teacher-centered teaching strategies. She improved later on in the programme and started to plan her own learning, drawing on the feedback she received as well as learning from other taught modules, from feedback from various sources, and from her pupils’ responses to her teaching and her own evaluation of her teaching. The third case, Stephanie remained confused throughout the programme and struggled with the implementation of student-centered teaching strategies. The ability to practice one’s own convictions and demonstrate an active sense of agency distinguishes the student–teacher who achieves better pedagogical understanding. Drawing on the findings, the paper concludes that it is crucial for teacher educators to identify ways to nurture a sense of agency among student–teachers. Implications for teacher education programmes are discussed, including providing opportunities for student–teachers to be able to articulate and integrate their pedagogical understandings, as well as negotiate how to accomplish their learning and teaching targets despite complex classroom situations.     

农村特级教师专业成长历程的调查与分析

对福建省120名农村特级教师进行专业成长历程问卷调查,发现福建省农村特级教师入职学历普遍较低,目前多数处于职业生涯的巅峰状态,具有强烈的职业认同感;农村特级教师专业成长存在关键期、关键人物和关键事件,特级教师的成长需要长时间的积累和磨练。     

An Enquiry into the Professional Competence of Inclusive Education Teachers in Beijing: Attitudes,Knowledge, Skills,and Agency

Attitudes, knowledge, and skills are widely recognised as the three pillars of professional competence of inclusive education teachers. Studies emerging from the Chinese context consider these three pillars important for the practice of Learning in Regular Classrooms—an idiosyncratic Chinese form of inclusive education. Our mixed methods study reveals that agency is the fourth pillar of the professional competence for inclusive education teachers in Beijing, China. Results from comparative analysis indicate that the level of teachers’ agency is significantly lower than that of their attitudes, knowledge, and skills. We offer some implications for policy and practice in inclusive education.     

Academic developers as brokers of change: insights from a research project on change practice and agency

ABSTRACT

This paper presents the findings of a four-year research project studying change practice and agency in higher education. The main findings of five empirical studies are presented. These findings lay bare how academic staff perceive opportunities to change their practice, identify leaders’ strategies when trying to bring about change, illustrate the different and at times incompatible ways of understanding change initiatives, acknowledge the importance of moral dimensions in change, and demonstrate how leaders mobilise theory when engaging in change practice. The article synthesizes the results of the project and draws conclusions with a view to how academic developers may best engage with critical stakeholders in higher education institutions. The paper concludes by presenting some thoughts on how a new model for academic development may take form. The paper aims to provide insights, inspiration, and critical dialogue to researchers in academic development.     

Video as a tool for focusing teacher self-reflection: supporting and provoking teacher learning

This article describes the research landscape related to the use of video for promoting teacher learning, drawing on a variety of research studies to illustrate the breadth of approaches that have been employed. One particular research study is reported in some detail since, it is argued, this represents a new level of devolution of agency to teachers to play a self-scaffolding role in their own professional education. The study involved the investigation of an approach to the provision of feedback to teachers about their practice that involved stimulating teacher self-reflection and juxtaposed structure and agency. An observation framework grounded in classroom practice research was developed, and teachers selected elements of that framework to serve as the focus for examining their practice and seeking feedback about that practice. Teachers and researchers examined video-recorded lessons focusing on the teachers’ selected observation elements, and then engaged in feedback conversations about their observations and analyses, and the implications of these for future practice. The approach identified the video record as an artefact of the teacher’s own practice and one which demanded a professional response from the teacher. The balance between structure and agency realised in the study, in combination with the use of video for observation and analysis of practice, facilitated teacher self-reflection and functioned to both support and provoke teacher learning.     

Advancement towards the scholarship of teaching and learning through the writing of teaching portfolios

This study explores the impact academic teachers’ writing of a teaching portfolio can have on their professional learning. Through an open-ended questionnaire, 26 academics from three faculties reported on insights, effects on teaching practice, and effects on collegial exchange that the portfolio writing entailed. We discuss how the experienced impact relates to the three competence levels excellence, expertise and scholarship of teaching and learning. With regard to academic development, we conclude that the writing of reflective teaching portfolios has the potential of contributing to an emerging academic community of practice characterised by a scholarly approach to teaching and learning.     

Deliberative academic development: the potential and challenge of agency

ABSTRACT

In this paper, we explore possibilities and challenges for deliberative academic development. Deliberative academic development refers to a practice that engages members of the university in dialogue about its purposes, ways of organizing and leading higher education, as well as teaching and learning. The paper critically analyses data from focus group interviews with academic developers from four universities within two national contexts. Combining sociological conceptualizations of agency and the framework of ‘epistemic living spaces’, the paper offers insights into challenges and opportunities for deliberative academic development, as well as a framework for studying agency in other contexts.     

The influence of sociocultural and structural contexts in academic change and development in higher education

Teaching quality improvements frequently focus upon the ‘development’ of individual academics in higher education. However, research also shows that the academics’ context has considerable influence upon their practices. This study examines the working environments of teachers on an online pharmacy programme, investigating contextual conditions that facilitate or impede academic change and development. Interview data and institutional policy documents are examined within a Cultural-Historical Activity Theory framework. Distinct differences in the teachers’ sociocultural context were identified as influencing change and development. Departmental teaching cultures and patterns of communication influenced practice both positively, by offering collegial support, and negatively by impeding change. The findings have significance for academic development strategies. They suggest that departmental-level support should include communicative pathways that promote reflection upon and development of conceptions of teaching and learning.     

幼儿园卓越教师的专业特质与培养路径

新时代呼唤高品质学前教育,而高品质的学前教育需以幼儿园卓越教师的培养为前提。卓越教师是指能够将专业的精神和科学严谨的态度贯穿于教育教学的全过程,同时具备良好的教学技能与研究性思维,能够形成个人独特的教育思想的复合型、领军型教师。在实践中,卓越教师的专业特质可表征为崇高师德的践行者、课程开发与实施的引领者、创新思维能力的养成者以及独具个人教育思想的教育者这四重角色。卓越教师的培养路径为:以文化理念为核心,塑造教师职业发展的共同愿景;以平台建设为依托,形成教师自主发展的专业共同体;以园本研修为支撑,构建五位一体的教师专业发展体系。     

Teachers’ experiences of engagement with and in educational research: what can be learned from teachers’ views?

In this paper, we explore what is known about teachers’ engagement in and with educational research with a special emphasis on teachers’ voice evoking their experience of participating in research. This will draw upon international contexts in order to suggest ways of utilising the benefits of research in practice. Our review is framed around five key themes between which there are interesting links. The first theme is purpose and consequence, which highlights the dimensions of teachers’ control and autonomy. This is related to the second theme—teachers’ learning and affective response. The third theme, agency, addresses the contextual factors influencing teachers’ experience of research, which opens up the fourth theme concerning the degree of trust and collaboration that is experienced by teacher researchers. The final theme is contradiction. This phenomenon is understood in the context of socio-cultural theory in that the teacher researcher is evolving practice and questioning the focus on aggregate examination results/targets and its associated technology. While the available evidence of teachers’ experience of research is overwhelmingly positive, providing an acceleration of professional understanding and new perspectives, which re-invigorates those teachers who do engage, it is not always experienced as such. Overall, we underline the importance of dialogic approaches and ecological agency, which relate to teachers’ multi-dimensional perceptions of and participation in research.     

Referencing and identity,voice and agency: adult learners' transformations within literacy practices

Referencing skills contribute much to the emergence of voice in students' academic writing. Such skills have a bearing on the identity of learners as writers. In referring certain ideas to certain sources, the writer is able to distinguish voices of others and, in doing so, provide space for the hearing, or establishment, of their individual voice. However, an understanding of the rationale behind referencing and taking on the techniques required for its conventions often proves a complex, intimidating affair for students. Much fear is incited within learners by the convention of referencing, together with the scourge of plagiarism. Thus, rather than learners being ensconced within the academic environment through being able to relate to and engage with other voices, thereby acquiring agency in their writing, issues around referencing can actually serve to alienate them from the academic environment and deter them from their own agency. It may involve much practice and discussion before students see referencing as an asset in their writing. This process entails deconstructions, renegotiations and reconstructions of relationships with ideas and identities. This paper focuses on the relationship of agency and the issue of referencing in the development of an authorial identity for adult learners in the academic institution.     

Teachers’ voice,power and agency: (un)professionalisation of the early years workforce

This article examines Slovak early years teachers’ concerns with conceptions of teacher professionalism. It suggests that there is a mismatch between understandings of professionalism, policy aspirations and the attitudes of teachers to their own professionalism, and that this mismatch fuels early years teachers’ sense of agency. These tensions between conceptions of professionalism, teaching practice and actual working conditions have led to a ground-up approach to self-governance within the early years teacher workforce. We analyse teachers’ discussions in an early years online forum of 12,500 members that was started and remains governed by the teachers themselves. It represents in itself a very particular attitude and response to the need to determine what it means to be a professional teacher. This analysis examines intersections of policy, quality and professionalism, and highlights considerations of power and voice, and the complexities of uncertainty and change. The article concludes with the suggestion that teacher attitudes, power and agency are impacted in unpredictable ways by the policy landscape.     

Aiming for agency. The effects of teacher education on the development of the expertise of early childhood teachers

Researchers worldwide have emphasized the critical role of teacher education in preparing teachers to respond in a professional manner to the prevailing discourse of accountability. We aimed to investigate the influence of initial teacher training programmes on agency, as part of the professional autonomy of early childhood teachers, vis-à-vis their impacts on teachers’ specific professional expertise. Drawing on qualitative data, we elucidate the vital role of early childhood teachers’ expertise in fostering their agency and the importance of teacher education for the development of this expertise. A quantitative follow-up study supports the qualitative findings. Implications for practice are discussed.