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Relevant bibliographies by topics / Teachers' agency

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Academic literature on the topic 'Teachers' agency'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Teachers' agency"

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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 (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

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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 (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 relatio

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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 (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 institutiona

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Goodwyn, Andrew Cecil. "Adaptive agency." English Teaching: Practice & Critique 18, no. 2 (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 acr

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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 (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 interac

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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 (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 tea

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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 (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 cla

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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 (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 a

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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 (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

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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 (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 t

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Dissertations / Theses on the topic "Teachers' agency"

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Juck, Matthew Anthony. "Exploring how coteaching impacted beginning science teachers' agency." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 2.66 Mb., 181 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:1435858.

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Song, Minjeong. "Beginning teachers' identity and agency : a case study of L2 English teachers in South Korea." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:920f7cf5-c02f-4205-90a7-bca08c7095cb.

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Beginning teachers' first years of professional teaching have been extensively researched as a transformative time with a focus on their coping with praxis shock. Whilst the subtext of the literature often positions entrant teachers as in need of support and guidance at large, little research has concerned their agency at work, that is, how they create and recreate their opportunities for learning and development. The present study follows four beginning L2 English teachers' first year of teaching in two public high schools in South Korea and aims to understand how they navigate, make sense of

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Noonan, James. "Teachers Learning: Engagement, Identity, and Agency in Powerful Professional Development." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663230.

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Professional development (PD) is seen by a broad cross-section of stakeholders — teachers, principals, policymakers — as essential for instructional improvement and student learning. And yet, despite deep investments of time and money in its design and implementation, the return on investment and subjective assessments about PD’s effectiveness remain uneven. In this thesis, I focus in-depth on professional development experiences that teachers identify as their most powerful and ask what these experiences could suggest toward improving PD design, policy, and research. Specifically, drawing on

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Peng, Suhao. "Novice Teachers’ Voices on Professional Agency and Professional Identity in Finland and China." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157206.

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Research in novice teachers has been wide and rich because they are experiencing a special period in their career life after spending their childhood in school and freshly graduating from teacher education. At the workplace, novice teachers might be specially treated because they are the newcomers, but they may want to realize some professional ideals. Research in novice teacher’s professional agency and professional identity needs to be enriched. Professional agency can be understood as initiatives taken at the workplace, and professional identity can be a “self” as a professional. Both profe

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Lord, Janet. "Teachers' beings and doings : a study of identity and agency of four teachers in English secondary schools." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/teachers-beings-and-doings-a-study-of-identity-and-agency-of-four-teachers-in-english-secondary-schools(ac4bcbab-3dbc-4dff-aaa9-67db439fdf8d).html.

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Teachers' professional lives are situated at the intersection of local, national and global educational policy contexts. What they purposefully do (agency) and how they see themselves and their roles as teachers (identity) dynamically interact with such contexts. This study argues that in order to understand the meaningful professional development work of teachers, it is important to have an understanding of this interplay. Current dominant policy discourses concerning the 'improving teacher' and 'teaching as a craft' are examples of an over-reliant emphasis on more insular narratives of agent

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Bountri, Manthoula. "Teachers’ Perspectives on children’s agency and participation in kindergarten in Finland." Thesis, Linköpings universitet, Institutionen för tema, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-172529.

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The present study aims to explore and delve into early childhood education teachers’ perception and interpretation of children’s agency and participation in the daily routines and planned activities in kindergartens in Finland. The daily established routines and planned activities take a significant amount of time in kindergarten. Therefore, it is essential to scrutinize how teachers engage children’s preferences, opinions, and participation in daily practice. The abovementioned rationale motivates the present qualitative research study. Semi-structured interviews were conducted with five earl

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Fu, Guopeng. "Physics teachers and China's curriculum reform : the interplay between agency and structure." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50426.

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This study explored how individual and collective agencies among physics teachers in a select high school were enabled and constrained in the context of the on-going curriculum reform in China. Human agency as used in this study was informed by five perspectives: Bandura’s Social Cognitive Theory; Giddens’ Structuration Theory; Giroux’s critical pedagogy; Seixas’ historical consciousness; and Davies’ feminist and poststructuralist perspective. The study employed autoethnographical methods including observation, interviewing, the researcher’s and teachers’ reflective journaling, and data colle

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Huang, Jing. "Autonomy, agency and identity in foreign language learning and teaching." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41757981.

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Francis, D., and Roux A. Le. "Using life history to understand the interplay between identity, critical agency and social justice education." Journal for New Generation Sciences, Vol 10, Issue 3: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/605.

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Published Article<br>In this article we use the concepts identity, agency and social justice education as a lens to explore the role of life history research in the study of the interconnection between emerging teacher identities, critical agency and social justice education. By exploring the life history of a white woman pre-service teacher, this study foregrounds the use of life history research to help teacher educators to understand the contexts through which student teachers' identities are constructed, and how these identities feed into agency and a stance to bring about social change.

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He, Peichang, and 何佩嫦. "Learning to teach in school-university partnership: tension, agency and identity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B49858774.

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This thesis explores the identity formation of three EFL pre-service teachers during their teaching practicum in a school-university partnership school in Mainland China. Drawing on the sociocultural perspective, learning-to-teach is conceptualized as student teachers participating in and becoming a member of the communities of practice (Wenger, 1998) which consist of boundary-crossing members from both activity systems of the university and the school (Engestrom, 1987, 1999, 2001). Following a poststructural perspective, the student teachers’ learning-to-teach is also conceptualized as a pro

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Books on the topic "Teachers' agency"

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Agency through teacher education: Reflection, community, and learning. Rowman & Littlefield Publishers, 2012.

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Frechtling, Joy A. Best practice in action: Final report of the multi-agency study of teacher enhancement programs. Division of Research, Evaluation, and Communication, National Science Foundation, Directorate for Education and Human Resources, 1997.

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Love, James. The Scottish Development Agency and regional policy: A resource for teachers of business studies and economics. Scottish Curriculum Development Service, 1985.

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Massachusetts. Dept. of Education. Workplace Literacy Program. Agency and partnership based orientation program for workplace educators. The Dept., 1993.

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Smallwood, Carol. A guide to selected federal agency programs and publications for librarians and teachers. Libraries Unlimited, 1986.

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Porfilio, Bradley J., and Heather Hickman. Critical service-learning as revolutionary pedagogy: A project of student agency in action. Information Age Pub., 2011.

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Ofsted. In-service postgraduate training courses for teachers: An overview report of inspections of courses funded by the Teacher Training Agency : inspected between March 1999 and April 2000. Ofsted, 2001.

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Great Britain. Office for Standards in Education. In-service posrgraduate training courses for teachers: An overview report of inspections of courses funded by the Teacher Training Agency. : Inspected between March 1999 and April 2000. Office for Standards in Education, 2001.

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Trotz allem ...: Aron Menczer und die Jugendalijah. Edition INW, 2013.

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Agency, Teacher Training. Teacher Training Agency corporate plan. Teacher Training Agency, 2000.

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Book chapters on the topic "Teachers' agency"

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Jones, Ken, Chomin Cunchillos, Richard Hatcher, et al. "The Agency of Teachers." In Schooling in Western Europe. Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230579934_9.

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Mitchell, David. "Teachers and curriculum agency." In Hyper-Socialised. Routledge, 2019. http://dx.doi.org/10.4324/9780429441295-2.

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Shahrokhi, Farnoosh. "An Efficacious Professional Development Program for International Teachers." In Experiments in Agency. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-944-7_2.

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Hull, Michael M., and Haruko Uematsu. "Development of Preservice Teachers’ Sense of Agency." In Research and Innovation in Physics Education: Two Sides of the Same Coin. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51182-1_17.

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Ruohotie-Lyhty, Maria. "Identity-Agency in Progress: Teachers Authoring Their Identities." In Research on Teacher Identity. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93836-3_3.

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Hall, Joan Kelly. "L2 Learning Is Mediated by Motivation, Investment, and Agency." In Essentials of SLA for L2 Teachers. Routledge, 2018. http://dx.doi.org/10.4324/9781315181271-7.

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Back, Michele. "7. World Language Teachers Performing and Positioning Agency in Classroom Target Language Use." In Theorizing and Analyzing Language Teacher Agency, edited by Hayriye Kayi-Aydar, Xuesong (Andy) Gao, Elizabeth R. Miller, Manka Varghese, and Gergana Vitanova. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923927-009.

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Edwards, Emily. "9. English Language Teachers’ Agency and Identity Mediation through Action Research: A Vygotskian Sociocultural Analysis." In Theorizing and Analyzing Language Teacher Agency, edited by Hayriye Kayi-Aydar, Xuesong (Andy) Gao, Elizabeth R. Miller, Manka Varghese, and Gergana Vitanova. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923927-011.

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Stewart, Alison. "6. Using Actor-Network Theory to Problematize Agency and Identity Formation of Filipino Teachers in Japan." In Theorizing and Analyzing Language Teacher Agency, edited by Hayriye Kayi-Aydar, Xuesong (Andy) Gao, Elizabeth R. Miller, Manka Varghese, and Gergana Vitanova. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923927-008.

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Alcántara, Minosca. "Teachers’ Mentoring Role, or Lack Thereof, in Latinas’ Erasure of a STEM Identity." In Latina Agency through Narration in Education. Routledge, 2020. http://dx.doi.org/10.4324/9780429055065-10.

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Conference papers on the topic "Teachers' agency"

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Kruglova, Marina, Elena Stolyarchuk, and Irina Panteenko. "Ergonomic predictors of chronic fatigue syndrome in teachers." In Personal resourse of human agency at work in changing Russia. ScientificWorld, 2018. http://dx.doi.org/10.30888/978-5-6041451-4-2.1.16.

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Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.

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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teachi

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Zotova, Marina, and Inga Valgasova. "Possibilities of student training center in professional formation of future teachers." In Personal resourse of human agency at work in changing Russia. ScientificWorld, 2018. http://dx.doi.org/10.30888/978-5-6041451-4-2.2.15.

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Petanova, Elena. "Identity as a predictor of resilience in teachers of higher educational institutions." In Personal resourse of human agency at work in changing Russia. ScientificWorld, 2018. http://dx.doi.org/10.30888/978-5-6041451-4-2.1.24.

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Heckmann, Tatiana. "Deficits in competencies of teachers of elementary stage of education in Germany." In Personal resourse of human agency at work in changing Russia. ScientificWorld, 2018. http://dx.doi.org/10.30888/978-5-6041451-4-2.2.41.

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Robandi, Babang, Mamat Supriatna, Pupun Nuryani, and Teguh Ibrahim. "Teacher as a Moral Agency: An Idea of Pedagogy Teaching Profession Ethics-Critical Consciousness Based." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.45.

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Titova, Mariia, and Alla Kuznetsova. "Functional states self-regulation psychological resources of school and college teachers working under implementation of innovations condition." In Personal resourse of human agency at work in changing Russia. ScientificWorld, 2018. http://dx.doi.org/10.30888/978-5-6041451-4-2.1.30.

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"Work Performance Motivation of Chinese teachers of Chinese Language teaching agency in Bang Na district." In Dec. 16-17, 2016 Pattaya (Thailand). Dignified Researchers Publication, 2016. http://dx.doi.org/10.15242/dirpub.dirh1216011.

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Charbonneau-Gowdy, Paula Antoinette, and Danisa Thamara Salinas Carvajal. "Cracking the Cocoon: Promoting Self-Directed Lifelong Learning in EFL Pre-service Teachers in Chile Through the Guided Use of Social Media Tools." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5612.

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Abstract While is it an obvious observation that in the 21st century individuals will need to continue to learn to keep pace with the rapid changes that affect their personal and professional lives, the practicalities of doing so are daunting. Where do we begin to instill a sense of self-directed learning that leads to a lifelong pursuit of knowledge and, more importantly, how? The aim of our study was to determine the influence of providing guided support in the use of social media to a group of future EFL teachers in Chile. In this context, where traditional teaching practices and cultural n

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Williams, W. B., Fred DeJarnette, W. J. Craft, and B. M. Grossman. "Developing an Appreciation of the Basic Principles in Earth Sciences, Physics, and Mathematics Supporting Careers of the Future Through Workshops for Pre-College Teachers." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61985.

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On September 26, 2002, the National Institute of Aerospace, NIA, was created near NASA’s Langley Research Center in Hampton, VA as a result of a winning proposal submitted from the AIAA and a 6-university team in response to a broad agency announcement. Our proposal emphasized these four imperatives to: • Conduct leading edge aerospace & atmospheric science research and develop revolutionary new technologies by creating innovative, collaborative, synergistic partnerships among NASA’s Langley Research Center, academia, and industry; • Provide comprehensive graduate and continuing education

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Reports on the topic "Teachers' agency"

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Macartney, Hugh, Robert McMillan, and Uros Petronijevic. Teacher Value-Added and Economic Agency. National Bureau of Economic Research, 2018. http://dx.doi.org/10.3386/w24747.

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Wachen, John, Mark Johnson, Steven McGee, Faythe Brannon, and Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, 2021. http://dx.doi.org/10.51420/conf.2021.2.

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In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which reve

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Ruben, Barbara. Nurturing the Development of Teacher Change Agents Within a Teacher Education Program. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1990.

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Hobson, Beverly. Teacher Perceptions of Evaluation as an Agent for Teacher Growth and Improvement of Instruction. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1220.

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Muñoz, Katia, and Ricardo Lhur. Docentes en la profesión de Relaciones Públicas: del agente de prensa al gestor de comunicación en redes - Public Relations teachers: from media agents to network communication managers. Revista Internacional de Relaciones Públicas, 2011. http://dx.doi.org/10.5783/rirp-1-2011-05-111-124.

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Henrick, Erin, Steven McGee, Lucia Dettori, et al. Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice. The Learning Partnership, 2021. http://dx.doi.org/10.51420/conf.2021.3.

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This study examines the collaborative processes the Chicago Alliance for Equity in Computer Science (CAFÉCS) uses to conduct and use research. The CAFÉCS RPP is a partnership between Chicago Public Schools (CPS), Loyola University Chicago, The Learning Partnership, DePaul University, and University of Illinois at Chicago. Data used in this analysis comes from three years of evaluation data, and includes an analysis of team documents, meeting observations, and interviews with 25 members of the CAFÉCS RPP team. The analysis examines how three problems are being investigated by the partnership: 1

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