Beginning teacher agency in the enactment of fundamental British values: a multi-method case study

Bamber, Philip M.; Bullivant, Andrea; Clark, Alison; Lundie, David

doi:10.1080/03054985.2019.1612344

Cited by 10 publications

(2 citation statements)

References 47 publications

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“…Although the criterion for working experience duration was set at 0-5 years, two studies were included in the research due to their approximately 7-8 year longitudinal studies from the first year of teaching, which were deemed valuable contributions. (Ashton, 2021;Bamber, Bullivant, Clark, & Lundie, 2019;E et al, 2022;Eteläpelto, Vähäsantanen, & Hökkä, 2015;Gan, 2018;Heikkilä, Iiskala, Mikkilä-Erdmann, & Warinowski, 2022;Heikonen, Pietarinen, Pyhältö, Toom, & Soini, 2017;Keogh, Garvis, Pendergast, & Diamond, 2012;Lim & Yun, 2022;Lu, Leung, & Li, 2021;Naraian, 2022;Nolan, 2016;Noyes, 2008;Paris & Lung, 2008;Powell, 2019;Rostami & Yousefi, 2020;Starkey, 2010 2) What are the situations that challenges or restrains the agency of novice teachers?…”

Section: Resultsmentioning

confidence: 99%

“…Starkey (2010) stated that novice teachers can show their agency against rigid school procedures and policies by knowing how to access and acquire digital equipment in schools (Starkey, 2010). It is concluded that teachers can use their agency at certain levels by taking into account the role of the school principal and the working context in reflecting the political and ethical values of the country to education (Bamber et al, 2019). Sudden and unexpected situations can affect the whole education.…”

Section: Teacher Agencymentioning

confidence: 99%

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Teacher Agency of Novice Teachers: A Scoping Review

Höl

2024

Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi

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Global policies, accountability standards, and various challenges in education around the world have a negative impact on the professional lives of novice teachers. Teacher agency has gained attention as a popular topic that offers different, new perspectives for teachers' professional development and efforts to improve the quality of education. The present study aims to examines the agency of novice teachers. For this purpose, the distribution of the compiled studies by years, countries, research method, sample size, experience level, and subject was examined. It also examined the barriers to novice teachers' agency and the findings of studies focusing on novice teacher agency. In order to identify the relevant peer-reviewed studies in the literature for scoping, research was conducted in the Web of Science, ERIC, Scopus, PsychINFO, and MEDLINE databases. The studies obtained from the databases were accessed in 53 studies using PRISMA research methodology. The study was prepared according to the stages of the scoping review methodology created by Hilary Arksey and Lisa O'Malley. As a result, the conditions affecting the agency of novice teachers were evaluated from teacher education, school context, and policy perspectives, and recommendations were made to researchers, teacher educators, and policymakers.

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