Critical considerations in becoming literacy educators: pre-service teachers rehearsing agency and negotiating risk

Ticknor, Anne Swenson

doi:10.1080/10476210.2015.1034678

Cited by 13 publications

(10 citation statements)

References 10 publications

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“…The data for this paper are drawn from the past experience of completing two longitudinal qualitative studies utilizing an ethnographic case study method. Readers are encouraged to review these two studies for further context (Ticknor, 2010, 2015). Anne served as primary investigator in each of the studies and the participants were former students in Anne’s section of teacher education elementary literacy methods courses.…”

Section: Background On the Research Projects And Methodologymentioning

confidence: 99%

“…The second study (Ticknor, 2015) had a similar aim; however, it occurred in a different state, teacher education program, and time period. The second study was located in a large university in the southeast region of the USA and occurred three years later.…”

Section: Background On the Research Projects And Methodologymentioning

confidence: 99%

“…Participants demonstrated increased confidence and mutual empowerment as novice teachers as evidenced in their sharing. The topics shared and discussions with each other were often sophisticated and served as rehearsals for agentic actions in classrooms (Ticknor, 2015). Confidence as novice teachers is not consistently the case and attrition of beginning teachers in the USA is upwards of 50 percent within the first five years of teaching (Gray and Taie, 2015).…”

Section: Affordances Of the Rct In Teacher Education Researchmentioning

confidence: 99%

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Using relational cultural theory in education research design

Ticknor

Averett

2017

QRJ

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Purpose The purpose of this paper is to provide an emic view of how one researcher negotiated complex relationships in teacher education research and learned to employ the principles of the relational cultural theory (RCT) to create a research design aimed at building and sustaining relationships with participants. Design/methodology/approach The authors offer illustrative qualitative data examples from teacher education research to highlight complexities in research relationships, essential elements of the RCT, and the affordances RCT can offer qualitative researchers invested in similar work. Findings By engaging pre-service teachers and ourselves as mutually engaged in this process, the authors put into practice a sense of community and relationship building the authors hope pre-service teachers will practice with their future students. Research limitations/implications This paper provides a qualitative research design employing tenets of the RCT which centers relationships as critical to the research process. The authors offer affordances and limitations to using the RCT in research. Practical implications Several affordances are offered to researchers interested in engaging in similar work. Originality/value This paper offers an original perspective of how one researcher in teacher education negotiated complex relationships and learned to employ the principles of the RCT within these to build a research design aimed at widening research and practice in teacher education through productive and lasting relationships.

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Section: Background On the Research Projects And Methodologymentioning

confidence: 99%

Section: Background On the Research Projects And Methodologymentioning

confidence: 99%

Section: Affordances Of the Rct In Teacher Education Researchmentioning

confidence: 99%

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Using relational cultural theory in education research design

Ticknor

Averett

2017

QRJ

Self Cite

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“…Professional mandates risk superseding the possibility of collective goal-setting as professional agency is bounded by available cultural and material resources that include opportunities to rehearse agentive moves and mentors who encourage such rehearsal (Eteläpelto et. al, 2012;Kolman, Roegman, & Goodwin, 2016;Ticknor, 2015). An understanding of agency as collective values professionals working together to take a stance on practices and processes that impact the range of pedagogies and supports for both educators and learners (Hökkä, Vähäsantanen, & Mahlakaarto, 2015).…”

Section: Agency As Collective and Ecologicalmentioning

confidence: 99%

Narrating neoliberalism: alternative education teachers’ conceptions of their changing roles

Golden

2017

Teaching Education

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The signifier 'alternative' in education has largely shifted from progressive or humanizing pedagogies to deficit framings requiring alternate graduation criteria. This development is part of broader neoliberal educational reform efforts that disrupt longstanding conceptions of teachers' roles. This study serves to investigate long-term teachers' understandings of their shifting roles in one secondary-level alternative education program in New York City. Specifically, this narrative analysis study explores participating teachers' meanings around agency and their ability to form the relationships that they argue are central to meaningful pedagogies. Findings demonstrate a sense of loss regarding teacher agency and relationships, and a belief that neoliberal reform efforts have limited possibilities for a shared sense of purpose and collaboration.

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“…However, this aspect of agency is challenged by prescriptive and performative mandates, which minimize the possibility of collective goal-setting. Instead, these mandates encourage the rehearsal of so-called "agentive" moves by individual teachers that are structurally reproductive instead of transformative, and require little to no navigation (Eteläpelto, Vähäsantanen, Hökkä, & Paloniemi, 2013;Golden, 2018;Kolman, Roegman, & Goodwin, 2016;Ticknor, 2015).…”

Section: Teacher Agency As Collectivementioning

confidence: 99%

A case study of teachers in an innovative professional collaborative and the evolution of their curricular conceptions, practices, and agency.

Jacobs¹

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Approaching the 'contact zone' of the collaborative through the lens of Bakhtin's (1981) theory of dialogic thinking, and with an ecological understanding of agency informed by his concepts of ideological becoming and internally persuasive discourses, I utilized qualitative case study methods, as well as life history interview methods, to answer my research questions, garnering teachers' perspectives by way of surveys, interviews, video diaries, and innovative artifacts. I analyzed the data through processes of open and focused coding, coding using pre-established codes, and cross-case analysis. Results from this study suggest that teachers' exercise of structurally transformative agency is impacted by the ecological influences of their past experiences, present contexts, and future goals, but that it is also-and to an even greater degree-highly influenced by their core perspectives toward these influences, regardless of whether the influences are supportive or constrictive in nature. This research also suggests that teacher preparation programs, schools, and teachers may benefit from cultivating spaces and relationships that encourage vulnerability, the production of new knowledge, trust for teachers, organic teacher leadership opportunities, reflective conversations, and occasions on which teachers can "get outside of the profession," all of which promote teacher innovation and growth in structurally transformative agency. vii TABLE OF CONTENTS

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Critical considerations in becoming literacy educators: pre-service teachers rehearsing agency and negotiating risk

Cited by 13 publications

References 10 publications

Using relational cultural theory in education research design

Using relational cultural theory in education research design

Narrating neoliberalism: alternative education teachers’ conceptions of their changing roles

A case study of teachers in an innovative professional collaborative and the evolution of their curricular conceptions, practices, and agency.

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