A theoretical review on the interplay among EFL teachers’ professional identity, agency, and positioning

Li, Xiaolin

doi:10.1016/j.heliyon.2023.e15510

Cited by 6 publications

(4 citation statements)

References 63 publications

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“…A growing body of research has undertaken in-service teachers' professional agentic capacities both in face-to-face (f2f) education (Kitade, 2015;Li, 2023;Priestley et al, 2015) and in online language educational environments in Western, European, and Asian settings (Ashton, 2022;Cai & Zheng, 2022;Janes & Chen, 2024;Lim, 2021;Sari, 2021;Zaiti & Zaidah, 2021). However, there is a lack of attention given to literature that examines the experiences of pre-service teachers when conducting their teaching internships online in Global South countries where English is not the first language.…”

Section: Research Problemmentioning

confidence: 99%

“…The construct of teacher agency is increasingly taken heed of over the past decade. Studies have been examining the elements that supported or downplayed in-service teachers' agency both face-to-face education (Kitade, 2015;Li, 2023;Priestley et al, 2015) and in online language educational settings in Western, European, and Asian settings (Ashton, 2022;Cai & Zheng, 2022;Duff, 2012;Janes & Chen, 2024;Lim, 2021;Sari, 2021;Zaiti & Zaidah, 2021). These studies have mostly explored the experiences of American, European, or Asian language in-service teachers in both L1 and L2 contexts with less than 10 participants under the predominance of narrative inquiry over case study designs in the context of the global pandemic COVID 19.…”

Section: Language Teacher Agencymentioning

confidence: 99%

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EFL Pre-service Teachers’ Enactment of Agentic Capacities in their Online Pedagogical Practicum

2024

FeD

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The global COVID-19 pandemic has significantly changed how education is delivered and accessed. In the evolving landscape of pre-service teachers’ pedagogical practicums within teacher education programs, both teacher educators and school supervisors continue to follow traditional national bilingual policies and curricula. These frameworks, often marked by discourses of accountability, control, and prescription, fail to address the post-pandemic realities faced by second and foreign language student-teachers. Factors influencing the pre-service teachers’ capacities to take initiative and make decisions in online pedagogical practices have not yet been thoroughly explored. This case study aimed to explore how 16 pre-service teachers exercised their agency in their online EFL pedagogical practicum classes and the factors that influenced their actions. Data were gathered through surveys, focus groups, recorded class observations, whole-class discussions, and teacher’s journal. The findings suggested that an intermediate competence on educational software enabled EFL pre-service teachers’ agentic capacities, which were manifested in transformative online teaching strategies centered on learners. Likewise, the lack of computer-mediated communication literacy, bad perceptions towards online teaching, unstable connection, and unequal power relations with school practicum teachers related to textbook coverage and impossibility to address social issues critically restricted their agentic capacities. These findings urge teacher educators, practicum supervisors, and curriculum developers to incorporate innovative, teacher agency-based policies, designs, and practices in both face-to-face and online instructional environments. Doing so will raise pre-service teachers’ awareness and empower them in decision-making processes during their pedagogical practicum, ultimately contributing to societal transformation through remote education.

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Section: Research Problemmentioning

confidence: 99%

Section: Language Teacher Agencymentioning

confidence: 99%

EFL Pre-service Teachers’ Enactment of Agentic Capacities in their Online Pedagogical Practicum

2024

FeD

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“…The concept of teacher agency is also highly compatible with the application-oriented characteristic of psychological literacy, especially, to McGovern et al's (2010) attribute 3 taking a creative and amiable skeptic approach to problem solving and attribute 4 applying psychological principles to personal, social, and organizational issues in work, relationships, and the broader community (see Table 1). Teachers' agency refers to teachers' capacity to perceive and react to dynamics of their professional context and to make well reflected decisive choices that shape and influence their own and the life of others based on their resources, values and contextual situation (Li, 2023;Sahragard & Rasti, 2017;Sang, 2020). It encompasses the ability to take initiative and exert control over one's actions and their outcomes and it is closely tied to concepts such as autonomy, self-determination and self-regulation, and personal empowerment (Bown, 2009;Lipponen & Kumpulainen, 2011;Mercer, 2011).…”

Section: Agencymentioning

confidence: 99%

Better with Practice: Changes in Preservice Teachers’ Psychological Literacy by Counseling Pupils on Their Self-Regulated Learning

Horn,

Paetsch,

Drechsel

2024

Psychology Learning & Teaching

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In a rapidly changing and challenging world, teachers as influential social agents can play an important and promising role to guide through but also bring about positive change to individuals and society as a whole. This potential stresses the importance of professionalization of teachers and the need for elaborate learning settings to equip (future) teachers as psychologically literate and reflective practitioners who systematically reflect and integrate practice and (psychological) theory. As part of the preservice teachers’ psychology curriculum, we implemented a theory–practice learning setting in their educational foundation studies that aims at fostering preservice teachers’ psychological literacy. Specifically, to reflect their own and other's behavior and to apply their psychological knowledge of learning and counseling principles into real-life counseling sessions. This study addresses the didactical concept of teaching psychology to non-psychology students and the results from its evaluation. In a quasi-experimental pre-posttest design with comparison group ( Nintervention = 46; Ncomparison = 102), we analyzed the effects of the seminar on the preservice teachers’ reflexivity, their beliefs about the theory–practice relationship and their agency. Results indicate that beliefs about the theory–practice relationship and the levels of reflection significantly increase through the practice task in the intervention group, but reflexivity and agency does not.

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“…Teachers facilitate students to develop knowledge, attitudes, and skills (Cuadra et al, 2023;Hatuye Helate et al, 2023;Ibda et al, 2023;Mansir, 2019;Njelezi, 2023). Teachers have an important role in the implementation of learning activities in schools (Gkonou & Miller, 2023;Li, 2023;Timm et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Recruitment of Honorary Teachers in Public Elementary Schools

Putrawan,

Marmoah,

Supianto

2024

j. ilm. sekol. dasar

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The teacher is one of the factors that determine the success of education. Honorary teachers are a reality in Indonesia's education sector, including in public elementary schools. This research explores the meaning related to the recruitment of honorary teachers in public elementary schools. The research adopts a qualitative approach with a phenomenological method. The data in this study are transcripts of in-depth interviews with informants. Fourteen informants in this study comprised twelve honorary elementary school teachers and two school principals. There are three stages of data analysis data reduction, data presentation, and drawing conclusions. This research found that public elementary school s employ honorary teachers to address teacher shortages. Each honorary teacher has their own reasons for registering as an honorary teacher, such as job opportunities, bringing happiness to their parents, and a sense of dedication. Public elementary schools can recruit honorary teachers even if they do not have a PGSD degree. The implications of this research are related to meeting the needs of teachers in public elementary schools, increasing the welfare of honorary teachers, and teacher recruitment that takes into account the suitability of educational qualifications.

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A theoretical review on the interplay among EFL teachers’ professional identity, agency, and positioning

Cited by 6 publications

References 63 publications

EFL Pre-service Teachers’ Enactment of Agentic Capacities in their Online Pedagogical Practicum

EFL Pre-service Teachers’ Enactment of Agentic Capacities in their Online Pedagogical Practicum

Better with Practice: Changes in Preservice Teachers’ Psychological Literacy by Counseling Pupils on Their Self-Regulated Learning

Recruitment of Honorary Teachers in Public Elementary Schools

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