A narrative inquiry of teacher educators’ professional agency, identity renegotiations, and emotional responses amid educational disruption

Chaaban, Youmen; Al‐Thani, Hessa; Du, Xiangyun

doi:10.1016/j.tate.2021.103522

Cited by 23 publications

(16 citation statements)

References 27 publications

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“…Interestingly, lack of belief in PBL or student‐centred learning among university educators has been highlighted previously 2 and is not related to the pandemic per se. The varied viewpoints reported in this study also suggest differences in individual approaches to coping with the multiple roles of being university educators following the pandemic 20 . Most participants in this study relied on diverse sources for their professional agency and demonstrated resilience by renegotiating their professional identities 1,4 …”

Section: Discussionmentioning

confidence: 82%

“…The varied viewpoints reported in this study also suggest differences in individual approaches to coping with the multiple roles of being university educators following the pandemic. 20 Most participants in this study relied on diverse sources for their professional agency and demonstrated resilience by renegotiating their professional identities. 1,4 The study identified no difference related to gender and college (medicine vs. dentistry).…”

Section: Consensus Statementmentioning

confidence: 92%

“…19 Further, university educators are observed to develop diverse approaches to managing marked disruption to education regarding their forms of enacting agency, resilience, emotion management, and renegotiation of their professional identity. 20 In response to such challenges professional agency, which is commensurate with their interest, goals, values, choice and decision making, can be an important factor when educators encounter uncertain conditions after returning to face-to-face teaching. Thus, there is a pressing need to explore the ways in which health educators are agented professionals and are able to develop their abilities to cope with the complexity in teaching and learning in a postpandemic context.…”

Section: Introductionmentioning

confidence: 99%

“…During the pandemic, the university experienced emergent shift from face‐to‐face to full‐scale synchronised online teaching and learning, which challenged many educators' teaching efficacy regarding classroom management and motivating students through interactive tasks 19 . Further, university educators are observed to develop diverse approaches to managing marked disruption to education regarding their forms of enacting agency, resilience, emotion management, and renegotiation of their professional identity 20 . In response to such challenges professional agency, which is commensurate with their interest, goals, values, choice and decision making, can be an important factor when educators encounter uncertain conditions after returning to face‐to‐face teaching.…”

Section: Introductionmentioning

confidence: 99%

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Health educators' professional agency in negotiating their problem‐based learning (PBL) facilitator roles: Q study

Nomikos

Ali

et al. 2022

Medical Education

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Background: University educators are expected to cope with emerging situations and complex issues in teaching and learning, and this requires them to be agentic and proactive. While professional agency of health educators has not been investigated adequately, this study explores health educators' perception of their enactment of professional agency in the PBL facilitation process in a postpandemic context. Methods: Forty PBL facilitators from medical and dental programs in Qatar University participated in the study during the fall semester of 2021, after resuming inperson PBL sessions. To collect and analyse data both qualitatively and quantitatively, Q methodology was employed. A 33-statement Q-set was established based on a proposed theoretical framework of professional agency in PBL facilitation, which included three dimensions-intrapersonal, action, and environment. Results: Q factor analysis identified five significantly different viewpoints regarding how PBL facilitators perceive their professional agency sources, namely, (1) institutional resources, (2) policy guideline, (3) making efforts to improve support for students, (4) beliefs on PBL effectiveness, and (5) agentic actions. While four of the viewpoints were positive, participants with the second viewpoint reported negative perceptions and described lack of interest in facilitation work. All three dimensions of the framework were addressed and indicated complexity and interrelatedness of agency enactment. Consensus was observed regarding the need for more professional learning activities for faculty involved in PBL facilitation as source of professional agency. Discussion: The results revealed a high variation of participants' perceptions of professional agency enactment throughout the three dimensions, indicating the need for establishing a common understanding of PBL facilitation work in a given context. For practical implications, further institutional efforts are required to support professional learning for PBL facilitation in a postpandemic context. Alternate approaches highlighting enforcement of agentic actions in all dimensions of intrapersonal values, stance and action taking, and active interactions with students, colleagues, and

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Section: Discussionmentioning

confidence: 82%

Section: Consensus Statementmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Health educators' professional agency in negotiating their problem‐based learning (PBL) facilitator roles: Q study

Nomikos

Ali

et al. 2022

Medical Education

Self Cite

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“…Es importante resaltar que las cualidades de una sola experiencia de vida no son generalizables (34), aunque generalizar mi experiencia nunca fue un objetivo en esta investigación. La abstracción del significado del liderazgo educativo con base en la experiencia de una sola persona, no obstante, necesita explorar otras historias de vida en investigaciones futuras para buscar si hay patrones similares (35).…”

Section: Discussionunclassified

Bondadoso y pecador, el significado de mi experiencia de liderazgo en la educación médica. Una indagación narrativa autoetnográfica

Vergel

2022

Iatreia

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Introducción: se ha puesto mucho énfasis en investigar los atributos del líder educativo, pero se ha prestado menos atención en comprender su experiencia. No obstante, explorar dicha experiencia es crucial para reducir la brecha teórico-práctica entre lo que esa persona debería ser/hacer y lo que en la práctica realmente es/hace. Objetivo: comprender el significado de mi experiencia como líder educativo de un programa de medicina desde la perspectiva pragmática y personal. Métodos: adopto un enfoque cualitativo, soportado en la indagación narrativa autoetnográfica. Consecuentemente, este texto fue escrito en primera persona. Recolecté un diario de reflexión y realicé cuatro (auto)entrevistas semiestructuradas para recordar eventos críticos de mi experiencia. Analicé las transcripciones identificando personajes, temporalidad, locaciones, aspectos culturales, tensiones y metáforas de mi historia de vida. Resultados: compuse cuatro tramas resonantes representadas con las siguientes metáforas: a) el pecado original, b) el mal hijo se marcha de casa, c) a las serpientes hay que cortarles la cabeza, y d) y llegó el apocalipsis. Conclusión: esta narrativa me condujo a un entendimiento distinto del concepto de liderazgo en la educación médica. Esta nueva comprensión tiene en cuenta las tensiones intrapersonales y la forma en que el uso del poder te cambia a ti mismo en la práctica, en lugar de cambiar a los demás, como teóricamente se asume.

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Unlocking education through relationship building: Identity and agency in English educational institutions during Covid‐19

Walz

Lyon

Bright³

et al. 2023

British Educational Res J

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This paper reports on a longitudinal study in the North of England with 13 educators in schools, colleges and universities during two lockdowns. The project was designed to 'unlock' education by providing spaces to co-create new ways of thinking about education in light of the Covid-19 pandemic. Focus groups were conducted with school and college teachers as well as university staff at the end of the first and second English lockdowns, in summer 2020 and spring 2021. An initial analysis identified issues with expectations and communication between educators and executive management as well as a lack of agency of educators, and how participants framed them as impacting on their identity as educators. Therefore, the framework of tactics of intersubjectivity was adopted to explore how educators discursively positioned themselves and others through constructions of similarity and difference, realness and power, and how their professional identities were affected by the experience of working through the pandemic and by those around them. Whilst educators took opportunities to authenticate their identity and reimagine education, their agency was undermined by top-down governing involving little successful communication, leading to denaturalising and illegitimising experiences for educators. Executive management were perceived as lacking engagement with staff and understanding of the implications of their decisions on them. The

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A narrative inquiry of teacher educators’ professional agency, identity renegotiations, and emotional responses amid educational disruption

Cited by 23 publications

References 27 publications

Health educators' professional agency in negotiating their problem‐based learning (PBL) facilitator roles: Q study

Health educators' professional agency in negotiating their problem‐based learning (PBL) facilitator roles: Q study

Bondadoso y pecador, el significado de mi experiencia de liderazgo en la educación médica. Una indagación narrativa autoetnográfica

Unlocking education through relationship building: Identity and agency in English educational institutions during Covid‐19

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