Study 3:Work Agency and Its Effect on Expertise Development

Göller, Michael

doi:10.1007/978-3-658-18286-1_7

Cited by 10 publications

(34 citation statements)

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“…In the first inner layer, the three teachers demonstrated different degrees of proactive, reactive, and passive agency. Proactive agency enabled teachers to obtain a sense of ownership, and possibly, “goal-directed, effortful, and proactive engagement in work practices” ( Goller, 2017 , p. 20). Proactive agency was motivated by a number of determinants such as collegial support and mentoring.…”

Section: Discussionmentioning

confidence: 99%

Understanding ESL Teachers’ Agency in Their Early Years of Professional Development: A Three-Layered Triadic Reciprocity Framework

Huang

Yip

2021

Front. Psychol.

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Drawing upon the Triadic Reciprocity Framework, this longitudinal qualitative multiple-case study examined how three Hong Kong secondary English as a second language (ESL) teachers exercised their teacher agency to take control of their teaching and professional development. More specifically, the study aimed at exploring how teachers’ intentions and actions for the establishment of their professional identity were afforded and constrained by their workplaces. Findings reveal that these ESL teachers exercised different degrees of proactive, reactive, and passive agency. The four properties of human agency, i.e., intentionality, forethought, self-reactiveness, and self-reflectiveness, influenced the teachers’ proactive, reactive, and passive agency when they responded to personal, behavioral, and environmental determinants. The findings shed light on a three-layered Triadic Reciprocity framework on teacher agency and contributes to a systematic and comprehensive discussion about the various internal and external factors that might exert influences on agency of early career teachers. This study offers pedagogical implications for school teachers, school leaders, and policy makers in Hong Kong and beyond.

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Section: Discussionmentioning

confidence: 99%

Understanding ESL Teachers’ Agency in Their Early Years of Professional Development: A Three-Layered Triadic Reciprocity Framework

Huang

Yip

2021

Front. Psychol.

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“…Integrating fun and competition into daily tasks can increase their creativity and commitment (Scharp et al, 2019 ). In addition, agentic employees tend to adapt their work environment to their individual needs and expectations (Goller, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

Exploring Well-being at Work—An Interview Study on How IT Professionals Perceive Their Workplace

Zutavern

Seifried

2021

Front. Psychol.

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The workplace is particularly important for promoting well-being at work and general life satisfaction, as performing a professional activity can be perceived as satisfying and motivating. In addition, employment opens up opportunities for individual development that employees may be perceived as fulfilling. By conducting an interview study with IT professionals of a German medium-sized company, we investigate which factors of the individual work environment are perceived as conducive to the performance of everyday job duties and thus increase well-being at work. Furthermore, we analyze the extent to which participants are satisfied with the implementation of the factors that are important to them, whether socio-demographic differences are relevant, and whether the perception of the work environment has an effect on employees' commitment. Results show that interpersonal factors in particular are considered to be important in everyday working life. About individual factors, a mixed picture emerged, whereby sociodemographic differences play only a minor role. Furthermore, there are indications of a positive relationship between the perception of the work environment and the IT professionals' commitment. In-depth analysis of the employee statements helps to determine which aspects of the work environment should be implemented, developed, or promoted. In the long term, this can support individual learning and development paths and generates a work environment that sustainably promotes employees' well-being at work and fosters long-term employment relationships.

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“…The social sciences have a rich literature on theorizations of agency, but more empirical research, particularly on professional agency, is needed while exercising of agency and the transformation of work practices have a crucial role in learning at work (Eteläpelto et al, 2014; Hökkä, 2012; Vähäsantanen, 2013). Agency is a driver and a prerequisite of work-related learning; it is an activity and an outcome of learning and is strongly related to individuals’ identities, goals, interests, and beliefs, which have developed through their personal life history (Billett, 2008; Goller, 2017). However, in the working life context, individual agency can be limited when professional agency appears in a multidisciplinary, networking, and team-based setting.…”

Section: Introductionmentioning

confidence: 99%

“…Similarly, professional agency means the capacity to identify one’s goals, to direct one’s actions, and evaluate whether one has been successful at work. Agency is practiced when employees exert influence, make choices and take stances in ways that affect their work (Eteläpelto et al, 2013; Goller, 2017). In short, agency defines the direction and energy of individual actions.…”

Section: Introductionmentioning

confidence: 99%

Digital Stories Representing Agency Enhancement at Work

Hakanurmi

Palonen

Murtonen

2021

Adult Education Quarterly

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This case study about agency enhancement at work in a business organization is based on narrative inquiry. After a staff development project lasting 2½ years, the employees produced digital stories concerning their meaningful moments at work. Through social interactional narrative analysis, multimodal transcription, and text analysis, we examined how agency was enhanced according the narratives. Agency enhancement involved the incoherency between present cognitive models, attitudes, and practices of work compared with inner or outer expectations. Employees used lifelong experiences in their digital stories, which provided a rich source of data, including the visuals and transcripts, offering a unique vantage point for narrative analysis. These digital stories revealed the sociocultural, transformative, and situational modalities of agency enhancement as well as the relationship between epistemic selves and sociocultural bindings in the reforming of agency.

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Study 3:Work Agency and Its Effect on Expertise Development

Cited by 10 publications

References 0 publications

Understanding ESL Teachers’ Agency in Their Early Years of Professional Development: A Three-Layered Triadic Reciprocity Framework

Understanding ESL Teachers’ Agency in Their Early Years of Professional Development: A Three-Layered Triadic Reciprocity Framework

Exploring Well-being at Work—An Interview Study on How IT Professionals Perceive Their Workplace

Digital Stories Representing Agency Enhancement at Work

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