Experiencing and experimenting: An exploration of teacher agency in an international collaborative teacher professional development programme using experiential learning

Wang, Tianyi; Ramdeo, Janet; McLaughlin, Colleen

doi:10.1016/j.tate.2021.103389

Cited by 10 publications

(8 citation statements)

References 24 publications

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“…Secondly, the findings are broadly aligned with those of previous studies which have shown that teacher agency is the outcome of the inextricable and complex interplay between individual and sociocultural resources and constraints ( Vähäsantanen, 2015 ; Lai et al, 2016 ; Tao and Gao, 2017 , 2021 ; Wang et al, 2021 ; Sun and Cheng, 2022 ). Structural and cultural factors conditioned the extent to which the teacher was able to translate intentionality into practice ( Hökkä et al, 2012 ; Priestley et al, 2015 ).…”

Section: Discussionsupporting

confidence: 86%

Perspectives of transformative learning and professional agency: A native Chinese language teacher’s story of teacher identity transformation in Australia

Yang

Han

2022

Front. Psychol.

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The notion of teacher identity has gained momentum in second language (L2) teacher education in the past decade. However, the research into Chinese as a Foreign Language (CFL) teacher identity has yet to receive more attention. The study employed a narrative inquiry to explore a native Chinese CFL in-service teacher’s identity negotiation and transformation within an international teacher education program. Self-reported narrative accounts, including multiple in-depth interviews and once-a-term reflective journals, were complemented by field notes and program documents. This data captured how the participant teacher negotiated internally with self and externally with the new environment to pursue professional growth. Mezirow’s transformative learning theory was used to reveal the cognitive trajectory of the participant’s teacher identity transformation with critical reflection as the central stage. Further, guided by Eteläpelto et al.’s framework of professional agency, the study also unraveled multiple external and internal influences on the transformational trajectory. The findings confirmed the value of integrating these two theoretical perspectives to explore language teacher identity development and offer insights into L2 teacher education practices focusing on teacher identity development.

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Section: Discussionsupporting

confidence: 86%

Perspectives of transformative learning and professional agency: A native Chinese language teacher’s story of teacher identity transformation in Australia

Yang

Han

2022

Front. Psychol.

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“…Numerous researchers support the profound effect of teachers’ experiences on their effectiveness of teaching practice and agency (Altan & Lane, 2018 ; Berger et al, 2018 ; Bukor, 2013 ; Irvine, 2019 ; Muhonen et al, 2021 ; Naraian & Schlessinger’s, 2018 ; Podolsky et al, 2019 ; Wang et al, 2021 ). For instance, Wang et al ( 2021 ) found out that teacher agency construction was related to their past teaching experiences and the development of international pedagogies. Similarly, Altan and Lane ( 2018 ) indicated that significant experiences and dispositions in teachers’ lives affect their teaching practice.…”

Section: Discussionmentioning

confidence: 99%

“…The researchers of the current study carried out a comprehensive review of literature on teacher agency to determine the underpinning theoretical framework, conduct the semi-structured interview questions, identify the themes, and generate the items (e.g., Biesta et al, 2015 ; Emirbayer & Mische, 1998 ; Eteläpelto et al, 2015 ; Kayi-Aydar et al, 2019 ; Leijen et al, 2021 ;; Peña-Pincheira & De Costa, 2021 ; Priestley et al, 2015 ; Wallen & Tormey, 2019 ; Wang et al, 2021 ).…”

Section: Methodsmentioning

confidence: 99%

Development and validation of a potential assessment inventory for assessing EFL teachers’ ecological agency

2022

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Teacher agency as an influential factor in teacher professionalism has recently gained global inquiry in the EFL context. However, no valid instrument has ever been designed to evaluate EFL teachers’ ecological agency. This gap prompted the researchers of the current study to develop and validate a questionnaire to assess EFL teachers’ ecological agency. In the first phase, a comprehensive review of the literature and semi-structured interviews were conducted to determine the underlying components of the teacher ecological (TEA) questionnaire based on Priestley et al.’s (Flip the System 134–148, 2015) ecological agency model. In the second phase, the newly developed TEA questionnaire including 40 items was subjected to reliability and validity issues. Therefore, it was piloted with 222 Iranian EFL teachers selected through non-probability convenience sampling. The Cronbach alpha results confirmed an acceptable reliability index (.858). The results of factor analysis revealed that the number of items was reduced to 37 and indicated that the data on teacher ecological agency loaded on 3 components: iterational (9 items), practical-evaluative (14 items), and projective (10 items). In addition, the structural equation modeling (SEM) results confirmed that the model enjoyed sound psychometric properties. The upshots of the current study have undoubtedly significant implications for teacher educators and teaching practitioners.

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“…The pre-service teacher preparation programs are the first important step in preparing a qualified mathematics teacher for the teaching process (Wang et al, 2021). they provide them with mathematical knowledge and concepts and develop positive attitudes that enable them to practice their work from the first moment in a professional manner which leads to the development of the educational process and the enhancement of its outputs (Ariff et al, 2017).…”

Section: Pre-service Mathematics Teacher Preparation Programsmentioning

confidence: 99%

The role of Pre-service teacher’s preparation programs in improving the teaching performance of early career mathematics teachers

Tabieh

Alsmadi²,

Abu-Loum³

et al. 2022

WJET

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This study aimed to investigate the necessary teaching competencies for early career mathematics teachers and identify the degree to which these competencies are represented in pre-service teachers' preparation programs. The study also aimed to identify the most effective teaching strategies that should be included in preparation programs. The study was applied to (142) early career mathematics teachers in Jordanian public schools with no more than three years of experience. The study relied on a mixed methodology based on quantitative and qualitative approaches. A questionnaire and semi-structured interviews were used to collect the data. The study concluded that teaching competencies fall within four areas: namely, knowledge competencies, implementation competencies, assessment competencies, and personal competencies. The pre-service preparation programs succeeded in preparing mathematics teachers well by acquiring these competencies and providing them with personal skills that provide them with effective and continuous communication with their students. Mathematics teachers find that the most effective teaching strategies are those that focus on students' interests and that the infrastructure and capacity of the classrooms have a major role in limiting the ability of mathematics teachers to apply what they have learned in the preparation programs. Mathematics teachers recommend that graduates who enter the teaching profession should pay attention to continuous improvement by enrolling in courses that enable them to keep pace with cognitive, professional, and technical developments in mathematics. Keywords: pre-service preparation programs, early career mathematics teachers, teaching competencies, teaching performance.

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Experiencing and experimenting: An exploration of teacher agency in an international collaborative teacher professional development programme using experiential learning

Cited by 10 publications

References 24 publications

Perspectives of transformative learning and professional agency: A native Chinese language teacher’s story of teacher identity transformation in Australia

Perspectives of transformative learning and professional agency: A native Chinese language teacher’s story of teacher identity transformation in Australia

Development and validation of a potential assessment inventory for assessing EFL teachers’ ecological agency

The role of Pre-service teacher’s preparation programs in improving the teaching performance of early career mathematics teachers

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