Professional Agency for Learning as a Key for Developing Teachers’ Competencies?

Abstract

Teacher’s professional competencies have been discussed extensively in the literature, often linked to educational policy discourses, teaching standards, student learning outcomes, or the intended outcomes of teacher education. Extensive, but fragmented and loosely theoretically or empirically based lists of teacher competencies are provided without much clarification of how, when, and why teachers learn and identify the competencies they need. Teacher competencies and how they are related to the core of their work as thinking practice have been discussed extensively by a range of stakeholders. However, what is actually needed in order to attain such competencies has been less studied. This paper contributes to the gap in the literature on active and intentional learning of teacher competencies by elaborating the relationship between teacher competencies and professional agency for learning. Through this, our aim in this article is to provide a better understanding of the topic, both theoretically and empirically. Drawing on earlier research, we have elaborated on the relationships between a teacher’s professional competencies and agency for learning among pre- and in-service teachers. We also aim to answer the question: what characteristics of teacher education lead to student teachers becoming competent and agentic? Why should we focus on those features during pre-service teacher education and as part of a teacher’s career?

Exploring Female EFL Teachers’ Professional Agency for Their Sustainable Career Development in China: A Self-Discrepancy Theory Perspective

“…Teacher agency is considered as teachers’ essential professional capability, which means that teachers as learners and agents can intentionally plan, act or not to act, and reflect upon their behavior and, hence, develop teachers’ competencies and exert influence upon their career trajectories ( Toom et al, 2015 , 2021 ). On the basis of Emirbayer and Mische’s model, Priestley et al (2015) proposed an ecological framework for teacher agency, which is relational and contextual and is, thus, socially embedded in the continuum of “past–present–future” and is developed in the dynamic integration of personal situation, school context, and sociocultural factors.…”

“…On the basis of Emirbayer and Mische’s model, Priestley et al (2015) proposed an ecological framework for teacher agency, which is relational and contextual and is, thus, socially embedded in the continuum of “past–present–future” and is developed in the dynamic integration of personal situation, school context, and sociocultural factors. In other words, it brings a perspective of teacher agency into discussion and allows one to perceive teacher agency as relational, contextual, and socially embedded ( Toom et al, 2021 ). As such, teachers are able to fulfill multiple meaning-making efforts to fulfill their goals and planning in the classroom and in the professional community ( van der Heijden et al, 2015 ).…”

Systematic Review of Learning Generic Skills in Higher Education—Enhancing and Impeding Factors

“…Unfortunately, this broad interest in generic skills and proliferation of studies involves some disadvantages. The interests, intentions, and perspectives of various stakeholders have influenced the research on generic skills and especially the development of research instruments (Strijbos et al, 2015;Muukkonen et al, 2019;Toom et al, 2021). Thus, the research field is at risk of fragmentation.…”

Teacher Professional Education Program in Islamic Religious Education: Bibliometric Analysis and Review

“…In order to achieve quality learning objectives, the increase in teacher competence and professionalism must be improved. Teacher competencies need to be developed in a planned, programmed, and sustainable manner through various professional development systems carried out by the agency or party responsible for its implementation (Toom et al, 2021). Professional and competent teachers, as well as professional teacher education providers are expected to improve the quality of teaching and learning, meet students' needs for abilities and skills, promote positive educational trajectories, school development, and carry out pedagogical innovations (Korthagen, 2004;Pantić & Florian, 2015;Struyven & De Meyst, 2010).…”

“…The existence of an institution or agency that administers teacher professional education programs is recognized as the best place for inculcating competence and knowledge for prospective professional teachers (Heikonen et al, 2017). However, professional teacher training programs lack emphasis on what is needed to achieve these competencies (Toom et al, 2021), including the commitment of teachers to continue their professional development after participating in the training program (Toom et al, 2015).…”