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1
Toom, Auli, Kirsi Pyhältö, Janne Pietarinen, and Tiina Soini. "Professional Agency for Learning as a Key for Developing Teachers’ Competencies?" Education Sciences 11, no. 7 (June 29, 2021): 324. http://dx.doi.org/10.3390/educsci11070324.
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Teacher’s professional competencies have been discussed extensively in the literature, often linked to educational policy discourses, teaching standards, student learning outcomes, or the intended outcomes of teacher education. Extensive, but fragmented and loosely theoretically or empirically based lists of teacher competencies are provided without much clarification of how, when, and why teachers learn and identify the competencies they need. Teacher competencies and how they are related to the core of their work as thinking practice have been discussed extensively by a range of stakeholders. However, what is actually needed in order to attain such competencies has been less studied. This paper contributes to the gap in the literature on active and intentional learning of teacher competencies by elaborating the relationship between teacher competencies and professional agency for learning. Through this, our aim in this article is to provide a better understanding of the topic, both theoretically and empirically. Drawing on earlier research, we have elaborated on the relationships between a teacher’s professional competencies and agency for learning among pre- and in-service teachers. We also aim to answer the question: what characteristics of teacher education lead to student teachers becoming competent and agentic? Why should we focus on those features during pre-service teacher education and as part of a teacher’s career?
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Schut, Suzanne, Jan van Tartwijk, Erik Driessen, Cees van der Vleuten, and Sylvia Heeneman. "Understanding the influence of teacher–learner relationships on learners’ assessment perception." Advances in Health Sciences Education 25, no. 2 (October 29, 2019): 441–56. http://dx.doi.org/10.1007/s10459-019-09935-z.
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Abstract Low-stakes assessments are theorised to stimulate and support self-regulated learning. They are feedback-, not decision-oriented, and should hold little consequences to a learner based on their performance. The use of low-stakes assessment as a learning opportunity requires an environment in which continuous improvement is encouraged. This may be hindered by learners’ perceptions of assessment as high-stakes. Teachers play a key role in learners’ assessment perceptions. By investigating assessment perceptions through an interpersonal theory-based perspective of teacher–learner relationships, we aim to better understand the mechanisms explaining the relationship between assessment and learning within medical education. First, twenty-six purposefully selected learners, ranging from undergraduates to postgraduates in five different settings of programmatic assessment, were interviewed about their assessment task perception. Next, we conducted a focussed analysis using sensitising concepts from interpersonal theory to elucidate the influence of the teacher–learner relationship on learners’ assessment perceptions. The study showed a strong relation between learners’ perceptions of the teacher–learner relationship and their assessment task perception. Two important sources for the perception of teachers’ agency emerged from the data: positional agency and expert agency. Together with teacher’s communion level, both types of teachers’ agency are important for understanding learners’ assessment perceptions. High levels of teacher communion had a positive impact on the perception of assessment for learning, in particular in relations in which teachers’ agency was less dominantly exercised. When teachers exercised these sources of agency dominantly, learners felt inferior to their teachers, which could hinder the learning opportunity. To utilise the learning potential of low-stakes assessment, teachers are required to stimulate learner agency in safe and trusting assessment relationships, while carefully considering the influence of their own agency on learners’ assessment perceptions. Interpersonal theory offers a useful lens for understanding assessment relationships. The Interpersonal Circumplex provides opportunities for faculty development that help teachers develop positive and productive relationships with learners in which the potential of low-stakes assessments for self-regulated learning is realised.
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Cheng, Ching-Ching, and Kuo-Hung Huang. "EDUCATION REFORM AND TEACHER AGENCY." Problems of Education in the 21st Century 76, no. 3 (June 15, 2018): 286–88. http://dx.doi.org/10.33225/pec/18.76.286.
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The rapid change of technology, society, and economy creates pressure for education reform on a national level. In respond to the demand for quality improvement, educational organizations are engaging in educational innovation including curriculum, teacher competency, and effective teaching. Nevertheless, this top-down approach for change is likely to fail and lead to an unintended consequence if teachers are antithetical to the reform policy. As institutional agents, teachers make instructional choices to shape implementation of reform and thus influence the educational change in institutionalized practices (Bridwell-Mitchell, 2015). Briggs, Russel, and Wanless (2018) point out that teacher buy-in is a critical factor in educational change. As “an alignment between teacher beliefs and the goals of a change or reform, as well as feelings of competence in implementation” (p. 126), teacher buy-in for reform plays a crucial role in times of change. Teachers’ receptivity to reform is closely related to how they perceive the policy-level change. In addition to meeting the external demands, teachers characterized as real change agents are willing to change from the internal drive to reflect and learn (van der Heijden, Geldens, Beijaard, & Popeijus, 2015).
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Goodwyn, Andrew Cecil. "Adaptive agency." English Teaching: Practice & Critique 18, no. 2 (June 3, 2019): 153–69. http://dx.doi.org/10.1108/etpc-03-2019-0030.
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Purpose This paper aims to introduce the concept of adaptive agency and illustrate its emergence in the field of English teaching in a number of countries using England over the past 30 years as a case study. It examines how the exceptional flexibility of English as school subject has brought many external impositions whilst its teachers have evolved remarkable adaptivity. Design/methodology/approach It proposes several models of agency and their different modes, focussing finally on adaptive agency as a model that has emerged over a 30-year period. It considers aspects of this development across a number of countries, mostly English speaking ones, but its chief case is that of England. It is principally a theoretical paper drawing on Phenomenology, Critical Realism and later modernist interpretations of Darwinian Theory, but it is grounded by drawing on two recent empirical projects to illustrate English teachers’ current agency. It offers a fresh overview of how agency and accountability have interacted within a matrix of official policy and constraint. Findings Adaptive agency has become a necessary aspect of teacher expertise. Such a mode of working creates great emotional strains and tensions, leading to many teachers leaving the profession. However, many English teachers whilst feeling controlled in the matrix of power and the panopticon of surveillance, remain resilient and positive about the future of the subject. Research limitations/implications This is to some extent a personal and reflexive account of a lived history, supported by research and other evidence. Practical implications Adaptive agency enables teachers to conceptualise the frustrations of the role but to celebrate how they expertly use their agency where they can. It makes their work and struggle more comprehensible. In providing the concept of harmonious practice, it offers the hope of a return to more satisfying professional lives. Originality/value This paper offers an original concept, adaptive agency, and discusses other valuable conceptualisations of agency and accountability. It combines a unique individual perspective with a fresh overview of the past three decades as experienced by English teachers in England.
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Bao, Min, Wei Ren, and Danping Wang. "Understanding the Professional Practice of Teachers of Chinese as an Additional Language through the Lens of Teacher Agency." Sustainability 12, no. 18 (September 11, 2020): 7493. http://dx.doi.org/10.3390/su12187493.
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Teacher agency plays a key role in sustaining the professional practice of language teachers, including teachers of Chinese as an additional language (CAL), to ensure sustainable multilingualism in universities. This paper reports on an exploratory study that examined five CAL teachers’ experiences of using teaching materials in a leading Belarussian university. Drawing on theorization about teacher agency, the analysis of the participants’ experiences helped to reveal the manifestations of teacher agency in their engagement with teaching materials in their teaching, which emerged from interactions between individual aspirations and contextual conditions. In particular, the findings highlight that three factors, namely teachers’ beliefs, teacher identity, and relationships within their community, play significant roles in mediating the participants’ exercise of agency in using teaching materials. The findings not only contribute to the conceptualization of teacher agency, but suggest that pedagogical content knowledge (PCK) and materials development of CAL teachers should be emphasized in supporting effective teaching, so that they can achieve sustainable professional practice to ensure sustainable multilingualism in universities.
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Phelan, Anne M., and Dion Rüsselbaek Hansen. "RECLAIMING AGENCY AND APPRECIATING LIMITS IN TEACHER EDUCATION: EXISTENTIAL, ETHICAL, AND PSYCHOANALYTICAL READINGS." Articles 53, no. 1 (February 19, 2019): 128–45. http://dx.doi.org/10.7202/1056286ar.
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A basic premise of teacher education is the value of teacher agency, that is, the teacher’s capacity to take responsibility for one’s knowledge, beliefs, judgements, and relationships. How can teacher educators sustain a commitment to agency in light of critiques of western modernity, specifically in relation to the existence of a rational autonomous subject, the erasure of history, and the opacity of language? Drawing on existentialism, ethics, and psychoanalysis, we discuss three practicum vignettes to illustrate what we are calling “the chiastic complexity” of agency within the field of teacher education. We argue that admission of the limits of teacher agency may be the source of ethical insight, educational opportunity, and political resistance for student teachers and teacher educators.
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Wagner, Christopher J., Marcela Ossa Parra, and C. Patrick Proctor. "Teacher agency in a multiyear professional development collaborative." English Teaching: Practice & Critique 18, no. 4 (November 11, 2019): 399–414. http://dx.doi.org/10.1108/etpc-11-2018-0099.
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Purpose This paper aims to report on the decisions two teachers made about how to engage with a five-year school–university collaboration that used professional development (PD) to foster changes in language instruction for teachers of multilingual learners. Design/methodology/approach A longitudinal case study was used to examine the experiences of two teachers to provide insights into classroom-level decisions and changes in instructional practices. Findings Changes in instructional practices occurred when teachers made active, engaged choices about their own learning and teaching in the classroom. Teacher learning did not follow a consistent trajectory of improvement and contained contradictions, and early decisions about how to engage with PD affected the pace and nature of teacher learning. Through personal decisions about how to engage with PD, teachers adopted new instructional practices to support multilingual learners. Positive changes required extended time for teachers to implement new practices successfully. Practical implications This collaboration points to a need for long-term PD partnerships that value teacher agency to produce instructional changes that support multilingual learners. Originality/value PD can play a key role in transforming literacy instruction for multilingual learners. Teacher agency, including the decisions teachers make about how to engage with professional learning opportunities and how to enact new instructional practices in the classroom, mediates the efficacy of PD initiatives. This longitudinal case study contributes to the understanding of effective PD by presenting two contrasting case studies of teacher agency and learning during long-term school–university collaboration.
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Willis, Jill, Kelli McGraw, and Linda Graham. "Conditions that mediate teacher agency during assessment reform." English Teaching: Practice & Critique 18, no. 2 (June 3, 2019): 233–48. http://dx.doi.org/10.1108/etpc-11-2018-0108.
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Purpose A new senior curriculum and assessment policy in Queensland, Australia, is changing the conditions for teaching and learning. The purpose of this study was to consider the personal, structural and cultural conditions that mediated the agency of Senior English teachers as they negotiated these changes. Agency is conceptualised as opportunities for choice in action arising from pedagogic negotiations with students within contexts where teachers’ decision-making is circumscribed by other pressures. Design/methodology/approach An action inquiry project was conducted with English teachers and students in two secondary schools as they began to adjust their practices in readiness for changes to Queensland senior assessment. Four English teachers (two per school) designed a 10-week unit of work in Senior English with the aim of enhancing students’ critical and creative agency. Five action/reflection cycles occurred over six months with interviews conducted at each stage to trace how teachers were making decisions to prioritise student agency. Findings Participating teachers drew on a variety of structural, personal and cultural resources, including previous experiences, time to develop shared understandings and the responsiveness of students that mediated their teacher agency. Teachers’ ability to exert agentic influence beyond their own classroom was affected by the perceived flexibility of established resources and the availability of social support to share student success. Originality/value These findings indicate that a range of conditions affected the development of teacher agency when they sought to design assessment to prioritise student agency. The variety of enabling conditions that need to be considered when supporting teacher and student agency is an important contribution to theories of agency in schools, and studies of teacher policy enactment in systems moving away from localised control to more remote and centralised quality assurance processes.
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Koskela, Teija, and Sirpa Kärkkäinen. "Student Teachers' Change Agency in Education for Sustainable Development." Journal of Teacher Education for Sustainability 23, no. 1 (June 1, 2021): 84–98. http://dx.doi.org/10.2478/jtes-2021-0007.
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Abstract Previous research shows that teachers are key players in supporting agency in the face of the biggest global challenges of our time, such as climate change and pollution, as teachers educate societies' future decision-makers. The aim of this study was to analyze student teachers' perceptions of change agency and sustainable development. In this qualitative case study, the writings of student teachers (n = 116) were studied in the context of sustainable development education. The data were analyzed using content analysis. The findings of the research confirmed previous studies showing that student teachers' perceptions of sustainable development were quite narrow. The results indicated that the student teachers wrote mainly about social dimensions of sustainable development; few of them considered economic or environmental dimensions of sustainable development. The results provided new information about the current state of student teachers' perceptions of change agency in the teacher education context. Teacher education should focus more on a holistic view of sustainable development aspects. These findings might be useful in implementing teacher education curricula.
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Skinnari, Kristiina. "CLIL Challenges: Secondary School CLIL Teachers’ Voices and Experienced Agency in Three European Contexts." Journal for the Psychology of Language Learning 2, no. 2 (September 20, 2020): 6–19. http://dx.doi.org/10.52598/jpll/2/2/2.
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This qualitative interview study focuses on CLIL (Content and Language Integrated Learning) teacher agency in three European contexts, Austria, Finland and Andalusia, Spain. The aim of the study is to understand how individual CLIL teachers experience their agency when encountering challenges in their work and to demonstrate the multifaceted quality of their agency. The study employs the Listening Guide method (Gilligan, 2015) to listen to the voices of three secondary school subject teachers from three diverse contexts. The analysis shows that CLIL challenges both empowered and disempowered the teachers depending on how meaningful they found their work and what their possibilities to act were in their specific contexts. Some of the teachers’ CLIL experiences were similar, for instance, struggling alone with lack of support. However, these challenges did not affect the teachers’ agency in a straightforward way. In spite of the seemingly comparable challenges, the teachers described their unique experiences and ways to cope with the demands of their work in different ways. For example, using two languages or making their own materials was for some invigorating and for others problematic. In addition, during the interviews individual teachers also reported about their experiences in various ways, explaining, elaborating and balancing their thoughts with varying expressions of agency. Particularly significant for the teachers’ experiences of agency appeared to be the beginning of their CLIL career, however, their initial experiences of agency did not endure. The study shows that CLIL teacher agency is multivoiced, dynamic and often vulnerable.
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Powell, Sean Robert. "Structure and agency in novice music teaching." Research Studies in Music Education 41, no. 2 (October 8, 2018): 206–18. http://dx.doi.org/10.1177/1321103x18794514.
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Using multiple interviews and observations, I chronicled the experiences of three novice music teachers in the United States over a 2-year period, including their student teaching internships and first years of in-service teaching. I analyzed these experiences through the lens of strong structuration theory, Stones’s (2005) extension and elaboration of Giddens’s (1984) original structuration theory. My guiding research questions were: a) How do the structures of music teaching within public schools in the U.S. enable and inhibit the agency of novice music teachers? and, b) How do the practices of novice music teachers reproduce, sustain, and change the structures of music education? I discuss how teacher educators, preservice teachers, and in-service teachers can work together in dialogue to assist novice music teachers in cultivating agential resistance by developing perceptions of power/capability, adequate knowledge, and requisite reflective distance.
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Cloonan, Anne, Kirsten Hutchison, and Louise Paatsch. "Promoting teachers’ agency and creative teaching through research." English Teaching: Practice & Critique 18, no. 2 (June 3, 2019): 218–32. http://dx.doi.org/10.1108/etpc-11-2018-0107.
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Purpose In response to threats to teacher autonomy and creativity by measurements of teacher quality through student performance on high-stakes test scores and standardised professional learning, this study aims to explore teacher collaborative research for opportunities for promotion of teacher agency. Design/methodology/approach The authors explore the following research question: How is agentic teacher research into English teaching that integrates information and communication technologies and creative and critical thinking enabled? Using ethnographic tools and an analytical lens influenced by ecological teacher agency, factors which enable teacher agency within teacher research are investigated. Findings Teachers’ experiences of, and insights into, collaborative research indicate the enabling of teacher agency through an interplay of personal and professional narratives and available cultural, structural and material resources. Intersections between teacher research and teaching for creativity and teacher agency are revealed. Originality/value Three separate fields of study including teacher agency, teacher research and teaching for creativity are brought together providing insight into how teacher research into teaching for creativity in literacy learning can enhance teacher collaboration, autonomy and agency.
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Nguyen, Thi Thuy Loan. "Teacher-research: Agency of Practical Knowledge and Professional Development." Journal of Language and Education 6, no. 2 (June 30, 2020): 181–89. http://dx.doi.org/10.17323/jle.2020.9913.
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Educational research has generally attracted negative criticisms for its generalisability, contextual independence and inadequacy in addressing teachers’ practical problems in their own educational settings. Moreover, as classrooms are always complicated, teachers are therefore encouraged to become active researchers of their own classrooms in order to maximize their instructional performance and provide optimal learning opportunities for their students within their particular context. To promote teachers’ self-inquiry into their own practices, this paper will first define what teacher research is, followed by the arguments for its need and significance in the teaching profession. Suggestions to help teachers become engaged into classroom inquiry are provided after difficulties commonly reported to be encountered by teacher-researchers are reviewed. This paper is expected to provide some considerable insights for classroom-teachers as well as school administrators in their search for practical, concrete and contextually-rich knowledge.
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Tupas, Ruanni. "Teacher Agency Through Collaborative Expertise-building." English Teacher 50, no. 2 (August 1, 2021): 71–84. http://dx.doi.org/10.52696/avra5411.
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Drawing on teacher agentive acts in the process of collaborative expertise-building in selects tertiary institutions in Southeast Asia, this paper maps out the conceptual configurations of teacher agency. In doing so, it avoids both the overly deterministic and individualistic views of agency by locating it within structuring conditions where individual acts are also mobilized. However, while most socially constructive views of agency focus on situated and institutional constraints of agency, this paper conceptualizes teacher agency in its broadest possible sense as historical, cultural and ideological phenomenon, arguing that agentive acts cannot merely be seen as either working for or against educational reform and transformation; rather teachers must take control of the process of knowledge production because it is by doing so that teachers can take ownership over their everyday classroom tactics and practices. Teacher agency in this sense is not simply a capacity to act but, in fact, an accomplishment of acts of producing knowledge for one’s professional practice.
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Mambu, Joseph Ernest. "UNRAVELING RELATIVELY UNCLEAR STORIES: A NARRATIVE ANALYSIS OF STUDENT-TEACHERS’ IDENTITY WORK." Indonesian Journal of Applied Linguistics 6, no. 2 (January 23, 2017): 172. http://dx.doi.org/10.17509/ijal.v6i2.4842.
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Motivated by the need for more empirical evidence of Indonesian-based novice teachers’ identity, this paper aims to uncover nonnative English-speaking student-teachers’ identity work in their relatively unclear narratives of teaching practicum experiences. (Narrative) discourse analytical perspectives were used to examine two student-teachers’ narratives that were elicited in individual interviews. An analysis of one female student-teacher’s narrative suggests that digressive plotting—at first glance—and the use of some cryptic, and sometimes idiosyncratic, expressions can be re-constructed by a discourse analyst such that the overall structure and message of the speaker’s narrative is streamlined. A relatively unclear narrative was also produced by a male student-teacher. Different from the female student-teacher’s detailed narrative with digressive plotting, the male student-teacher’s plotting was underdeveloped. However, both student-teachers exercised their agency, though in different degrees, when framing their personal stories. This paper concludes with the notion that the narrative analysis makes more visible student-teachers’ identity work in which they, with their sense of agency, overcame (inter)personal tensions or struggles narrated in stories which are not necessarily clear.
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Chisholm, James S., Jennifer Alford, Leah M. Halliday, and Fannie M. Cox. "Teacher agency in English language arts teaching: a scoping review of the literature." English Teaching: Practice & Critique 18, no. 2 (June 3, 2019): 124–52. http://dx.doi.org/10.1108/etpc-05-2019-0080.
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Purpose This paper aims to examine ways in which English language arts (ELA) teachers have exercised agency in response to policy changes that have been shaped by neoliberal education agendas that seek to further advance standardization and the primacy of measurability of teaching and learning. Design/methodology/approach The authors posed the following research questions of related literature: Under what conditions, in what ways and to what ends do teachers exercise agency within ELA classroom teaching? Through five stages of systematized analysis, this scoping review of 21 studies maps the evidence base. Findings Structural, material, interpersonal and pedagogical issues both constrained and supported agency. Teachers covertly exercised agency to be responsive to students’ needs; in some instances, teachers’ agentive practices reinforced institutionally sanctioned methods. Teachers’ agentive action aimed to combat the deprofessionalization of the field, foster innovative curriculum approaches and challenge stereotypes about students. The authors also found a range of definitions of agency in the research, some of which are more generative than others. Originality/value This paper addresses a gap in the research literature by illuminating contexts, consequences and conundrums of ELA teacher agency. The authors documented the range of structural, cultural and material conditions within which teachers exercise agency; the subversive, collective and small- and large-scale ways in which teachers realize agency; and the potentially favorable or unfavorable consequences to which these efforts are directed. In doing so, the authors also problematize the range of definitions of agency in the literature and call for greater attention to conceptual clarity around agency in research. As literacy researchers illuminate work that disrupts the marginalization of teachers’ agency, this scoping review maps the field’s knowledge base of agency in ELA teaching and sets up a future research agenda to promote the professionalization of teaching and advocacy for English teachers.
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Liu, Qian, and Chin-Chi Chao. "CALL from an ecological perspective: How a teacher perceives affordance and fosters learner agency in a technology-mediated language classroom." ReCALL 30, no. 1 (September 8, 2017): 68–87. http://dx.doi.org/10.1017/s0958344017000222.
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AbstractThe possibility of exploiting technology for more robust and meaningful learning and teaching has invoked messianic responses from the language education community. Yet to be explored are teachers’ pedagogical choices based on the perceived technological affordances as well as interactions between teacher and student agency mediated by these affordances in the ecology of a classroom. This qualitative case study adopts an ecological approach, aiming to address rather than factor out the broader social context in a physical classroom. With data collected from 30 hours of classroom observation and 10 post-observation interviews with the participant teacher, the study makes an attempt to show how the ecological model of language learning can provide a theoretical lens through which to explore teachers’ practices of CALL that aim to encourage learner agency. The analysis centers on three focused extracts that illustrate interaction between and among the affordance of technology, the teacher participant’s pedagogical considerations, and her goal of encouraging learner agency. The result of the study emphasizes the teacher’s role from an ecological perspective and classroom learner agency mediated by technology, which provides useful insight that can contribute to language teaching practice with technology in the classroom.
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Strong-Wilson, Teresa, Sheryl Smith-Gilman, and Penny Albrant Bonneville. "Re-forming Networks Through "Looping": An Ecological Approach to a Teacher’s Incorporation of New Technologies in Early Childhood." LEARNing Landscapes 6, no. 2 (June 2, 2013): 369–84. http://dx.doi.org/10.36510/learnland.v6i2.622.
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In this article, we discuss a teacher’s agency and digital pedagogy who, following a four-year Learning with Laptops professional development initiative, relocated from a Grade Six to a Grade One class. An ecological perspective on teacher agency combined with Actor Network Theory underscores the "repertoires for manoeuvre" available to teachers (Priestley et al., 2012, p. 211). The early childhood classroom presented unique openings for "looping" elements of the teacher’s previous network into a new context. Through re-forming networks, new spaces for digital pedagogy materialized.
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Struck, Maggie, and Stephanie Rollag Yoon. "Shifting preservice teachers’ beliefs: toward critical connected learning." International Journal of Information and Learning Technology 36, no. 5 (November 4, 2019): 410–22. http://dx.doi.org/10.1108/ijilt-06-2018-0066.
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Purpose The purpose of this paper is to explore how preservice teacher’s beliefs change over time in a literacy methods elementary licensure course that encourages critical literacy and connects learning. The authors were interested in the interplay among identity, agency and structure within this process and how this connected with other literature on teacher beliefs and technology use. Design/methodology/approach Utilizing data from a larger ethnographic study and mediated discourse analysis (Scollon and Scollon, 2004), this paper follows preservice teacher’s use of digital tools and beliefs about using digital tools in the classroom over a semester-long hybrid course. Findings Findings show changes in preservice teacher’s beliefs about technology use, interest-driven learning and her own agency. These changes were influenced by the framework of the course and course practices. Research limitations/implications This research study offers practical ways to support preservice teachers’ implementation of digital tools with an emphasis on equity. Ultimately, preservice teachers’ experience shapes the opportunities students have with digital tools in schools. Practical implications Recognizing the competing discourses and pressures preservice teachers’ experience, the results of this study offer tools to support preservice teachers’ agency through the implementation of connected learning principles and critical literacy theories in preservice education courses, leading to the potential to expand equity in school settings. Originality/value While there is research around connected learning in classrooms, there is limited research on a connected learning framework in preservice education programs. Additionally, this paper brings a new perspective on how pairing an emphasis of equity to a connected learning framework supports teachers’ implementation of digital tools.
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Deng, Shiping. "Exploration of Teacher Agency in the Implementation of the ESP Language Education Policy in a Chinese University." Theory and Practice in Language Studies 11, no. 3 (March 1, 2021): 302. http://dx.doi.org/10.17507/tpls.1103.10.
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This case study investigates language teacher agency in the context of ESP curriculum reform in a Chinese university. Data collected from classroom observations and semi-structured interviews with both teachers and students from five ESP classes are analyzed by conducting a thorough thematic analysis. It is revealed that instead of following the national curriculum and institutional requirements, language teachers as policy arbiters make their own implicit policies which are creating spaces for their own discourses, and in this sense, they are “adjusting” the curriculum policy rather than “implementing” it. Teachers’ academic background, their views on the nature of language learning, their profound distrust of the efficacy of ESP courses, and students’ explicit performance are the main causes of teachers’ actual resistance to the policy. Unlike previous studies of teacher agency, an analysis of students’ needs and implicit discourses indicates that teachers’ agency excised through their hidden agenda may turn out to be a defense of their unwillingness to change, to the detriment of students’ academic performance. This study then suggests that policymakers should notice the negative side of teacher agency and stresses the necessity of a bottom-up survey on teachers’ ideologies in the implementation of a language education policy, and argues that creating spaces for negotiating and adjusting the policy at the instructional level, and offering effective teacher education programs are the key to the enactment of the national curriculum.
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Zainal, Azlin Zaiti, and Siti Zaidah Zainuddin. "Malaysian English Language Teachers’ Agency in Using Digital Technologies During the Pandemic: A Narrative Inquiry." Íkala 26, no. 3 (September 10, 2021): 587–602. http://dx.doi.org/10.17533/udea.ikala.v26n3a07.
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With the closure of schools due to imposed lockdowns in many parts of the world, teachers had to make a rapid transition from teaching in physical classrooms to online teaching, even though they had little to no experience teaching online prior to the pandemic. Adopting a narrative inquiry approach, this study aimsto explore the factors that influence Malaysian English language teachers’ professional agency in adapting to online teaching. Data were collected via interviews with ten secondary school teachers from rural and urban schools. The findings show how factors such as teachers’ perceptions of the affordances of digital tools and existing support structures influence teachers’ enactment of agency in online teaching and learning. They also demonstrate teachers' agentic potential to adapt their lessons to suit their learners’ needs. These findings suggest the need for teacher professional development programs to recognize teacher agency in the design of future training modules. This involves providing a differentiated training curriculum that can support and sustain language teachers’ development organically by taking into consideration their existing technology skills, teaching experiences and work contexts.
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Sari, Dini Rosita. "Rural EFL Teachers’ Emotions and Agency in Online Language Teaching: I Will Survive." Vision: Journal for Language and Foreign Language Learning 10, no. 1 (July 22, 2021): 1–16. http://dx.doi.org/10.21580/vjv10i17727.
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This article explores rural English as a Foreign Language (EFL) teachers’ emotions and agency in online language teaching. Based on Hargreaves’s emotional geography framework, teachers’ emotions and teacher agency are both captured through teachers’ narration about their feelings, salient challenges that they encountered, and their coping strategies. Research data were collected using semi-structured interviews with two English teachers working in rural upper secondary schools in Nunukan, Indonesia. The collected data were analyzed with an inductive approach. The findings portray how rural EFL teachers experience various emotions which are mainly caused by physical and sociocultural distance, how agency helps these teachers with abilities to reflect on their feelings and to take crucial actions, and to what extend the need for immediate professional development programs to develop online teaching skills is.
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Edwards, Anne. "Recognising and realising teachers’ professional agency." Teachers and Teaching 21, no. 6 (June 15, 2015): 779–84. http://dx.doi.org/10.1080/13540602.2015.1044333.
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Toom, Auli, Kirsi Pyhältö, and Frances O’Connell Rust. "Teachers’ professional agency in contradictory times." Teachers and Teaching 21, no. 6 (June 15, 2015): 615–23. http://dx.doi.org/10.1080/13540602.2015.1044334.
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Canagarajah, A. Suresh. "On EFL Teachers, awareness, and agency." ELT Journal 53, no. 3 (July 1999): 207–14. http://dx.doi.org/10.1093/elt/53.3.207.
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Tiong, Ngee Derk. "The Weight of Our Words: Language and Teacher Agency from the Perspective of Gee’s ‘Cultural Models’." English Teacher 50, no. 2 (August 1, 2021): 116–29. http://dx.doi.org/10.52696/bcgt8886.
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In this article, I suggest that one way to enhance teacher agency is to practise greater linguistic awareness in our professional conversations. Based on a conceptual framework utilising the idea of ‘cultural models’ (everyday theories expressed in language) I analyse primary data of Malaysian English-language teachers’ meetings to show two ways in which they have an impact on practice and agency. Based on the evidence, I claim that cultural models [1] function as problem-framing devices and [2] can support transformations in practice. The data in this paper comes from audiovisual recordings of teacher meetings, generated as part of a larger study on teacher collaborative discourse in professional learning communities (PLC), with English-language teachers at Malaysian national secondary schools. Based on these findings, I argue that teacher agency defined as the capacity to make a difference in the context of teachers’ work—is partly a function of how teachers speak about the relevant domains of their practice, be they students, subject or pedagogy. This offers practitioners who wish to be more agentic in their practice some relevant points for reflection.
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Everitt, William. "Non-Peruvian teacher attrition in Lima’s international school sector: Power, agency and identity." Management in Education 34, no. 2 (November 4, 2019): 50–60. http://dx.doi.org/10.1177/0892020619885939.
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This research is an enquiry into non-Peruvian teacher turnover in Lima’s international school sector. The findings are based on interviews conducted in November 2017 with educators employed in this field. Drawing its theoretical basis from phenomenology, the investigation adopts a case-study methodology. Through the lenses of power and agency, interview analysis focuses on schools’ leadership policies and styles together with teachers’ ideas regarding their own identities and professional status. In terms of teachers’ experiences, agency and school administrations, the findings testify to a wide variety of conditions in this sector. The outcomes support claims made within existing published research for the interdependency of teacher agency, professional identity and organisational structures. While highlighting the link between teacher agency and job satisfaction, this research supports the view that leadership is a major factor influencing teacher turnover rates.
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Poulton, Phillip. "Teacher agency in curriculum reform: the role of assessment in enabling and constraining primary teachers’ agency." Curriculum Perspectives 40, no. 1 (February 21, 2020): 35–48. http://dx.doi.org/10.1007/s41297-020-00100-w.
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Loretto, Adam. "The language of teacher agency in an eighth grade ELA classroom." English Teaching: Practice & Critique 18, no. 4 (November 11, 2019): 450–63. http://dx.doi.org/10.1108/etpc-12-2018-0122.
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Purpose This paper aims to apply ecological models of agency to understand factors influencing how an eighth grade English language arts (ELA) teacher enacted agency in four moments in the classroom. It focuses on how his language in relation to his instructional choices reflected messaging to his students regarding the learning he intended from his ELA instruction. Design/methodology/approach The paper applies an existing framework (Biesta et al., 2015, 2017), adding Bakhtin (1981) understandings of language, to classroom discourse supplemented by teacher interviews and other data sources. In looking across these data sources, the paper traces the influence of past factors (i.e. the teacher’s personal and professional history) and future orientations (i.e. goals established in standards and the teacher’s goals for his students) on present instructional decisions. The teacher’s language in the classroom becomes a primary focus for this study, as it reveals the ways in which he drew on specific resources in the messages in his instruction. Findings In each moment, the teacher’s language could be shown to have motivation in a variety of factors. While influenced by external factors such as the common core standards and standardized assessments, the teacher often enacted agency out of his personal beliefs about making learning personally meaningful for students as grounded in his personal and professional history. Exceptions to this pattern, especially regarding preparing students for writing tests on state assessments, less frequently relied on the language of finding meaning in the learning. Originality/value This paper builds on studies of ELA teacher agency through the development of methodology related to an ecological model of agency and Bakhtinian concepts of language focused on the discourse of the classroom. It contributes to understanding the factors at study in an ELA teacher’s instructional agency, which can help teachers and researchers further develop frameworks for describing and assessing the practice of agency in the profession.
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Karaseva, Agnese. "MANIFESTATIONS OF TEACHER PROFESSIONAL AGENCY IN RELATION TO INTEGRATION OF ICT IN TEACHING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2017): 500. http://dx.doi.org/10.17770/sie2017vol3.2296.
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Drawing on the social domain theory of Derek Layder, this qualitative meta-study study aims to propose a novel typology of school teacher professional agency in relation to the process of information and communication technology (ICT) integration in teaching in Latvian and Estonian schools. The typology is built by understanding teachers’ choices and practices of technology use as both resourced and constrained by various personal, situational, social and contextual factors. The findings are based on semi-structured interviews with Latvian (N=16) and Estonian (N=10) teachers, class observations, and a study on teachers’ information search performance online. Five distinct types of teacher agency manifestation are identified and discussed on three dimensions: pedagogic use of ICT, mediation of students’ uses of ICT, and teachers’ learning about ICT. Implications for in-service teacher training are discussed.
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Godfrey, Lauren, and Carol Booth Olson. "Agency as the achievement of reform ownership." English Teaching: Practice & Critique 18, no. 2 (June 3, 2019): 249–62. http://dx.doi.org/10.1108/etpc-12-2018-0127.
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Purpose The purpose of this study is to explore how, through the cultivation of reform ownership in the professional development (PD) program, the Pathway Project, agency was achieved for the development of teacher professionalism and teacher expertise in the cases of Mrs. Cruz and Mrs. Keyes. This, in turn, provided opportunities to advance student learning. Design/methodology/approach Multiple sources of data (focused classroom observations, semi-structured interviews and collected artifacts) were analyzed through a case study approach to understand the processes by which an agentic context materialized for these two teachers. Findings The authors identified the following three stages in the cultivation of reform ownership in the cases of Mrs. Cruz and Mrs. Keyes: emerging; developing; and deepening. Each of these stages proved critical to the achievement of agency for the development of teacher professionalism, teacher expertise and student learning. Originality/value The cases of Mrs. Cruz and Mrs. Keyes offer a renewed vision of the ways in which teachers can achieve agency in the current reform environment. Given the proliferation of reform efforts within today’s educational landscape, their cases suggest that PD developers take seriously the responsibility of cultivating reform ownership for the achievement of agency and deep and lasting change.
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Setiawan, Deny, Joni Sitorus, and M. Natsir. "Inhibiting Factor of Primary School Teacher Competence in Indonesia: Pedagogic and Professionalism." Asian Social Science 14, no. 6 (May 28, 2018): 30. http://dx.doi.org/10.5539/ass.v14n6p30.
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The study aims to describe inhibiting factors of pedagogic and professional competencies from primary school teacher, as well as its problems. Primary data obtained through interviews on focus group discussion, and secondary data obtained through document. Research informants are teachers, principals, head of Education Department, head of District Staffing Agency, and head of District Planning and Development Agency. Data were analyzed descriptively. Result shows that there were four inhibiting factors of teacher competence, such as: inadequate school infrastructure; teacher educational qualification was low; implementation of teacher training was ineffective; and lack of government attention in reward for outstanding teachers.
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Kim, Hyun Soo, and Tae-Young Kim. "Impact of Motivational Languaging Activities on Novice English Teachers’ Motivation: An Activity Theory Perspective." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 36 (June 11, 2021): 139–57. http://dx.doi.org/10.30827/portalin.v0i36.15909.
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The study aims to explore the influence of languaging on novice English teachers’ motivation and to investigate the uniqueness of each English teacher’s reactions to motivational languaging activities (MLAs) from an Activity Theory (AT) perspective. Three novice English teachers at secondary schools in South Korea were interviewed using questions based on an AT framework, and they completed six sets of MLAs consisting of two parts: motivation and languaging. Our findings indicated that the two relatively motivated teachers could use MLAs to develop their ideal teacher identity and improve their teaching confidence. By participating in MLAs, a demotivated teacher can reshape her thoughts regarding teaching and motivate herself again. It has also been shown that MLAs can mediate participation in an imaginary teacher community, possibly leading to enhancement of L2 teacher motivation, but that this also might not occur depending on one’s teacher agency.
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Teng, (Mark) Feng. "Understanding Teacher Autonomy, Teacher Agency, and Teacher Identity: Voices from Four EFL Student Teachers." English Teaching & Learning 43, no. 2 (May 3, 2019): 189–212. http://dx.doi.org/10.1007/s42321-019-00024-3.
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COCHRAN-SMITH, MARILYN, and SUSAN LYTLE. "Troubling Images of Teaching in No Child Left Behind." Harvard Educational Review 76, no. 4 (December 1, 2006): 668–97. http://dx.doi.org/10.17763/haer.76.4.56v8881368215714.
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In this article Marilyn Cochran-Smith and Susan Lytle offer a critique of No Child Left Behind (NCLB) related to the implications for teachers in educational improvement. Through an analysis of the NCLB legislation and accompanying policy tools that support it, the authors explore three images or central common conceptions symbolic of basic attitudes and orientations about teachers and teaching that are explicit or implicit in NCLB: images of knowledge, images of teachers and teaching, and images of teacher learning. The authors argue that NCLB leaves teachers void of agency and oversimplifies the process of teacher learning and practice. Furthermore, NCLB undermines the broader democratic mission of education, narrows curriculum, and exercises both technical and moralistic control over teachers and teaching. They conclude by sketching a richer framework for teaching that embraces its myriad complexities and acknowledges teachers' agency, activism, and leadership in generating local knowledge.
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Kiss, Tamas, and Hazelynn Rimbar. "English Language Teacher Agency in Rural Sarawak: Exploiting Teaching Materials." English Teacher 50, no. 2 (August 1, 2021): 142–56. http://dx.doi.org/10.52696/dcvu6828.
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This paper explores English language teacher agency in rural Sarawak, Malaysia within the context of materials exploitation. The introduction of an international textbook series in all primary schools in Malaysia has brought about significant challenges for teachers who work in socially and economically deprived educational settings, where resources are scarce and where the textbook’s cultural references may be alien to the learners. In order for it to be meaningfully used in the classroom, language teachers need to adapt and localize the textbook for their learners. However, diverting from the officially prescribed material and scheme of work may be a risky business and it requires high levels of teacher autonomy and agency. The data show that although research participants find the materials in need of adaptation, not all make changes due to possible deficiencies in their capabilities or their lack of willingness to act. Those who make changes and thus enact their professional beliefs and values are motivated by completely different reasons. The study found that teachers’ interpretation of their work context significantly influences their agential roles and that teacher agency emerges from an interaction of individual capability, professional action, and the professional and social contexts in which the teacher operates.
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McDowall, Sue. "Knowledge, agency, and curriculum integration." Set: Research Information for Teachers, no. 1 (June 4, 2021): 20–27. http://dx.doi.org/10.18296/set.0193.
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In this article I explore a challenge identified by teachers involved in a recent research project on curriculum integration. Teachers described this challenge as how to balance the need to “cover” The New Zealand Curriculum with the need to support student agency. I describe how teachers saw this challenge, and the different ways they responded to it. I end by considering how our conceptions of knowledge might contribute to the ways in which we might think about and address this challenge.
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Oolbekkink-Marchand, Helma W., Linor L. Hadar, Kari Smith, Ingrid Helleve, and Marit Ulvik. "Teachers' perceived professional space and their agency." Teaching and Teacher Education 62 (February 2017): 37–46. http://dx.doi.org/10.1016/j.tate.2016.11.005.
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Robertson, Dana A., Lauren Breckenridge Padesky, and Cynthia H. Brock. "Cultivating student agency through teachers’ professional learning." Theory Into Practice 59, no. 2 (February 4, 2020): 192–201. http://dx.doi.org/10.1080/00405841.2019.1705090.
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Trávníčková, Petra. "An analysis of teacher’s didactical activity in the context of children’s preconception usage." Acta Educationis Generalis 8, no. 2 (August 1, 2018): 40–53. http://dx.doi.org/10.2478/atd-2018-0010.
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Abstract Introduction: This paper presents the results of research focused on identification of preschool teachers’ progress in relation to the use of children’s preconceptions in formal pre-elementary education. It represents the theoretical concepts that are applied in the work with children’s preconceptions in schools. It analyses them and creates a platform for their own empirical investigation. This research was carried out in the Czech Republic. Methods: The empirical part of the study was conducted in the form of a qualitative research. Participant observation and interviews with preschool teachers were used for the data collection. The research findings were analysed and a model for using children’s preconceptions was created and interpreted subsequently. Results: The presence of children’s preconception in educational activities in preschool was found in the realised participant observation. The ways and types of practice of preschool teachers in relation to using children’s preconception are interpreted based on the research findings. Afterwards, based on the participant observation, in-depth interviews were carried out. From the collected data, it was observed that the practices of the teachers in connection to using children’s preconceptions are determined by the agency of the child, the experience of the teacher and the overall philosophy of the preschool. Limitations: This research was realised in the Zlín region in the spring of 2017. Data from the research cannot be generalised for the whole population. However, the following research will address agency theory in connection with children’s preconceptions. Discussion and conclusions: The practices of teachers in relation to using children’s preconceptions in formal education in preschools. The results show that the approach of teachers in connection with using children’s preconceptions differs. There are three ways interpreted out of the research findings: 1. A preschool teacher notices the preconception but does not react to it. 2. A preschool teacher notices the preconception and reacts to it. 3. A preschool teacher intentionally identifies the preconception and uses it further during the educational activity. The results show that a child’s agency plays an important role in relation to using children’s preconception. Additionally, they show that the decision to use or not to use children’s preconceptions is influenced by the preschool teacher’s experience and the philosophy of the preschool
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Astuti, Puji. "PRACTITIONER OF COOPERATIVE LEARNING AS PART OF NOVICE TEACHERS’ PROFESSIONAL IDENTITY." TEFLIN Journal - A publication on the teaching and learning of English 27, no. 2 (July 4, 2016): 132. http://dx.doi.org/10.15639/10.15639/teflinjournal.v27i2/132-152.
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This paper identifies challenges that English as a foreign language (EFL) novice teachers in Indonesia may face in developing a professional identity, which, in this paper, refers to becoming a practitioner of cooperative learning. Cooperative learning is a mandated teaching method both in the 2006 and 2013 Indonesian curriculum, and is under the umbrella of Communicative Language Teaching approach that has been adopted by English instruction in Indonesia since 1980s. This approach stresses interaction between language learners and the use of the target language in this interaction. Drawing on four related theories of development of selves (Wenger’s Concepts of Community of Practice, Lave and Wenger’s Concepts of Situat- ed Learning: Legitimate Peripheral Participation, Gee’s Sociocultural Views of Identity, and Holland, Lachicotte, Skinner, and Cain’s Concepts of Identi- ty and Agency in Cultural Worlds), four challenges to the development of the target professional identity are identified: (1) the unavailability of community of cooperative learning practitioners, (2) hegemony vs. identity development, (3) agency in the midst of tensions, and (4) institutional identity vs. professional identity. These interconnected and overlapping challenges suggest novice EFL teachers to possess agency to attain the target identity and suggest teacher education programs to equip their student teachers with knowledge and skills of teacher identity development and agency.
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Biesta, Gert, Mark Priestley, and Sarah Robinson. "Talking about education: exploring the significance of teachers’ talk for teacher agency." Journal of Curriculum Studies 49, no. 1 (January 2, 2017): 38–54. http://dx.doi.org/10.1080/00220272.2016.1205143.
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Anagnostopoulos, Dorothea, Suzanne Wilson, and Sian Charles-Harris. "Contesting quality teaching: Teachers’ pragmatic agency and the debate about teacher evaluation." Teaching and Teacher Education 98 (February 2021): 103246. http://dx.doi.org/10.1016/j.tate.2020.103246.
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Vongalis‐Macrow, Athena. "I, Teacher: re‐territorialization of teachers’ multi‐faceted agency in globalized education." British Journal of Sociology of Education 28, no. 4 (July 2007): 425–39. http://dx.doi.org/10.1080/01425690701369376.
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Hernández Varona, Wilson, and Daniel Felipe Gutiérrez Álvarez. "English Language Student-Teachers Developing Agency Through Community-Based Pedagogy Projects." Profile: Issues in Teachers´ Professional Development 22, no. 1 (January 1, 2020): 109–22. http://dx.doi.org/10.15446/profile.v22n1.76925.
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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. Our 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, we 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.
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Kitchen, Margaret Clare, Maree Jeurissen, and Susan Gray. "Primary School Teachers' Uptake of Professional Readings: Understanding the Factors Affecting Teachers' Learning." Teachers' Work 12, no. 1 (December 3, 2015): 63–77. http://dx.doi.org/10.24135/teacherswork.v12i1.48.
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Professional reading is a core source of input in teacher professional development. This article describes 47 primary school teachers' reports of their professional reading both in their schools and during the first year of a university TESOL (Teaching English to Speakers of Other languages) in-service qualification. One third of these teachers are bilingual. Both motivation and engagement are explored and vignettes of two bilingual teachers illustrate these factors. The findings show the frequency of participation in professional learning through professional readings is beneficial but low, however teacher professional reading attitudes are dynamic, the variables being relevancy and agency.
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Salonen, Kärkkäinen, and Keinonen. "Teachers Co-Designing and Implementing Career-Related Instruction." Education Sciences 9, no. 4 (October 16, 2019): 255. http://dx.doi.org/10.3390/educsci9040255.
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Teachers encounter the challenge of how to provide students adequate awareness of science-related careers. Therefore, innovative teaching material for promoting science-related careers needs to be designed. Educational innovations can be successful if teachers experience ownership and agency towards the designed teaching material. In this case study, a multi-professional group of two science teachers, a researcher, and a dentist co-designed instruction including a career presentation and relevant information about field-specific education and skills needed by a professional in that field. We refer to this as career-related instruction. The designed learning unit includes a scenario, inquiries and career-related activities. Teachers’ perceptions about co-designing and implementing the learning unit in science education are examined as well as students’ perceptions about the scenario. Data consists of teacher interviews and discussions and student questionnaires. A content analysis reveals the teachers’ high ownership and agency in co-designing the instruction, which was relevant, interesting and informative for students. It was easy for teachers to implement the learning unit even though they were not involved in every phase of the design process. We conclude that by strengthening teachers’ ownership and agency through multi-professional co-designing, relevant and interesting career-related instruction can be designed and implemented.
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Crowhurst, Paul, and Linley Cornish. "Factors in Agency Development: A Supervisory Teaching Perspective." Australian Journal of Teacher Education 45, no. 9 (September 2020): 24–41. http://dx.doi.org/10.14221/ajte.2020v45n9.2.
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Promoting student agency is an emerging priority in education. Supervisory teaching is a potentially useful approach for supporting agency development. This approach includes two characteristics, namely, tutorial learning conversations between the teacher and a group of one to four students, and students learning independently for extended periods of time. Supervisory teaching lessons in three primary-school classrooms were observed over a period of five months and teachers were interviewed as part of the data collection process. Five key factors were found to support students to have more agency in their learning: independence and ownership, scaffolding, students as teachers, joyfulness, and reflection. The findings point toward several factors observed within supervisory teaching that led to greater student agency, including individualised learning conversations, allowing students control over their learning, the benefit of reduced structure in the learning environment, and the fact that joyfulness in learning is a significant factor in elevating student agency.
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Tucker, Olivia Gail. "Supporting the Development of Agency in Music Teacher Education." Journal of Music Teacher Education 29, no. 3 (November 9, 2019): 24–36. http://dx.doi.org/10.1177/1057083719885868.
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The purpose of this article is to provide a framework for understanding and supporting the development of preservice teacher agency across undergraduate coursework and experiences. Emirbayer and Mische’s chordal triad represents a temporal-relational view of agency that may be used in facilitating class discussions and designing field experiences and curricula. In this article, I connect the three components of the framework, which are the iterative (past), practical-evaluative (present), and projective (future) dimensions of human agency, to music teacher education research and suggest how to incorporate findings to facilitate agentic action. These connections between the chordal triad of agency and music teacher education research may serve as starting points for needed inquiry into and the inclusion of agency in music teacher education. Greater agency may provide individual teachers with the means to expand, innovate, and modify school music education for more inclusive forms and practices in local school contexts.
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Impedovo, Maria Antonietta. "In-service Teachers’ Sense of Agency after Participation in a Research Master Course." International Journal of Educational Psychology 5, no. 3 (October 24, 2016): 281. http://dx.doi.org/10.17583/ijep.2016.2206.
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In this paper, we investigate the in-service teachers ‘sense of agency’ after their participation in a research master course. A semi-structured interview was administrated to nine in-service science teachers, coming from three different African countries: Zimbabwe, Lesotho, and Burkina Faso. All of them attended a European master course aimed to acquire skills in science educational research. The data collected was qualitatively analysed through a system of categories. This paper aims to contribute to the discussion about the professionalisation of teacher education and the integration of research into teacher training.