A Novel Instrument to Measure the Multidimensional Structure of Professional Agency

Vähäsantanen, Katja; Räikkönen, Eija; Paloniemi, Susanna; Hökkä, Päivi; Eteläpelto, Anneli

doi:10.1007/s12186-018-9210-6

Cited by 23 publications

(21 citation statements)

References 75 publications

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“…Evidence shows that teachers engage in informal learning at work when they have strong professional agency (Pyhältö et al, 2015). Although this concept has been under activeand sometimes contradictoryelaboration in the past decade (Edwards, 2005;Vähäsantanen et al, 2018), in this study teacher professional agency will focus on the teachers' ability to manage their own processes of learning centred on building positive interactions with pupils. The specific concept of teacher professional agency in the classroom (TPAC) aims to integrate teachers' learning in the classroom gauged by three interrelated elements: efficacy beliefs about learning, motivation to learn, and active learning strategies (Soini et al, 2016).…”

Section: The Teacher Professional Agency For Learning Frameworkmentioning

confidence: 97%

Exploring the Learning Process of Experienced Teachers Focused on Building Positive Interactions with Pupils

Leite

Havu‐Nuutinen

2020

Scandinavian Journal of Educational Research

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This work investigated the processes of teacher informal learning focused on building positive teacher-pupil interaction. The conceptual framework "Teacher professional agency for learning" was merged with the "Teaching through interaction" model to compound the exploratory framework of this study: Teachers learn by interacting. Teachers first reported their professional agency through a survey. Next, five high scoring teachers were selected for interview. Final participants accounted being motivated and confident of improving their relationships with pupils and reported using diverse learning strategies to improve teacher-pupil interactions. The teachers revealed the need to be authentic to build positive relationships with pupils. This study contributes to the area of teacher learning by addressing transferable strategies that support everyday teacher practices and professional development.

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Section: The Teacher Professional Agency For Learning Frameworkmentioning

confidence: 97%

Exploring the Learning Process of Experienced Teachers Focused on Building Positive Interactions with Pupils

Leite

Havu‐Nuutinen

2020

Scandinavian Journal of Educational Research

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“…Despite convincing findings on the vital role of emotions in human learning, there has been a lack of research on the role of emotions in professional learning settings. These are characterized by processes of active influencing and developing, and by the negotiation of professional identity (Eteläpelto, Vähäsantanen, Hökkä & Paloniemi, 2013;Vähäsantanen, Räikkönen, Paloniemi, Hökkä & Eteläpelto, 2018). Recent studies have emphasized that professional learning occurs, in particular, via collaboration within social interaction, plus experimentation and reflection regarding one's professional mission and practices (Zwart et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

A multi-componential methodology for exploring emotions in learning

Eteläpelto

Kykyri

Penttonen

et al. 2018

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Studies on emotions in learning are often based on interviews conducted after the learning. These do not capture the multi-componential nature of emotions, nor how emotions are related to the processes of learning. We see emotions as dimensional, multi-componential responses to personally meaningful events and situations. In this methodologically advanced pilot study we developed a multi-componential methodology, capable of providing complementary information on emotions in professional learning. For this purpose, we used a within-subject design applied to a single individual, with a focus on emotions during professional learning. Within a laboratory setting, the subject was shown personally meaningful video extracts from a learning situation in which she had previously participated. The data were gathered through (i) self-reports of emotions via the Emotion Circle (EC) online assessment tool, (ii) measures of autonomic nervous system (ANS) activity obtained via Electrodermal Activity (EDA) and Heart Rate Variability (HRV), (iii) behavioural registration of facial expression and gaze, and (iv) the Stimulated Recall Interview (SRI). Selfreports of emotions via EC, and also the emotion-driven SRI, were found to be productive, not only in detailing and explaining emotions experienced during the viewing of the videos, but also in bringing about reflective learning and novel insights. EDA and HRV provided complementary information on the subject's ANS activity during the learning process. We present conclusions and future challenges in applying a multi-componential methodology to research emotions within professional learning. Eteläpelto et al 7 | F L R AcknowledgmentProfessor Anneli Eteläpelto's highly-meritorious professional career in the field of adult education at University of Jyväskylä (Finland) will continue in her new role as an emerita. We greatly appreciate her years of dedication to research, and especially all the inspiring ideas she has introduced over the years! Among other roles, she has served the academic community as the coordinator of EARLI SIG14 "Learning and Professional Development" and hosted the SIG meeting in 2008. Further, she is renowned for her repeated successes in securing prestigious grants from the Academy of Finland and elsewhere. Anyone who has had been fortunate enough to collaborate with Anneli has probably found her an inspiring colleague and, sometimes, surprising in her contributions. In her new role as a professor emerita, she will undoubtedly continue to contribute actively to the discourse on learning and professional development. This special issue describes a starting point for new direction of research, which she has actively advocated, and we hope she will remain involved in these developments also in the future to see the vision for which she advocated fully realised.All the best and warm regards on behalf of all your colleagues! Christian, Raija, Erno, and Stephen 8 | F L R Recent studies have shown that processes of group-based identity learning are particularly imbued...

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“…Among the first steps will be to explore how emotional agency is connected to professional agency. Previous research has explored and validated the multidimensional structure of professional agency as encompassing three different dimensions: influencing at work, developing work practices, and negotiating professional identity (Vähäsantanen et al, 2019). The Professional Agency Measure (PAM) developed in previous research is based on the theoretical assumption of agency as primarily a behavioral phenomenon, relatable to the aim of influencing work practices and enhancing professional identity negotiations within changing social affordances.…”

Section: Research Questions 3: Convergent and Discriminant Validity O...mentioning

confidence: 99%

Emotional Agency at Work: The Development and Validation of a Measure

et al. 2022

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Despite intensive research on agency in education and work environments, the topic remains underexplored through the lens of emotions. This study conducted the development and validation of a quantitative measure to explore emotional agency in working life. Empirical data (N = 240) were collected via a web-based survey within the professional domains of healthcare and real estate services. The participants’ age, educational level, and gender corresponded to the domain-specific and general employee distribution in Finland. The questionnaire items were based on a theoretical construct of emotional agency at work. Exploratory factor analysis indicated that emotional agency includes two dimensions: Emotional Competence at Work and Influencing Emotions at Work. Exploratory structural equation modeling showed these dimensions to be equivalent across the studied professional domains. Furthermore, the convergent and discriminant validity of the measure was confirmed in relation to the emotional climate at work and work engagement. The study enriches the current theory of agency and emotions at work by exploring their connection. It also proposes a novel measure of emotional agency at work (the E-Ag measure), offered as a useful tool for researching and developing working life and organizational behavior.

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A Novel Instrument to Measure the Multidimensional Structure of Professional Agency

Cited by 23 publications

References 75 publications

Exploring the Learning Process of Experienced Teachers Focused on Building Positive Interactions with Pupils

Exploring the Learning Process of Experienced Teachers Focused on Building Positive Interactions with Pupils

A multi-componential methodology for exploring emotions in learning

Emotional Agency at Work: The Development and Validation of a Measure

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