Teacher agency and professional learning communities; what can Learning Rounds in Scotland teach us?

Philpott, Carey; Oates, Catriona

doi:10.1080/19415257.2016.1180316

Cited by 62 publications

(37 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Moreover, to achieve useful outcomes, social learning processes should be designed in such a manner that professionals have sufficient resources to shape their own professional identity and work (Eteläpelto, Vähäsantanen, Hökkä & Paloniemi, 2014). This touches on the notion that if meaningful learning is to be achieved, it is crucial to acknowledge and promote agency, and negotiations on professional identity (Philpott & Oates, 2017).…”

Section: Introductionmentioning

confidence: 99%

A multi-componential methodology for exploring emotions in learning

Eteläpelto

Kykyri

Penttonen

et al. 2018

FLR

View full text Add to dashboard Cite

Studies on emotions in learning are often based on interviews conducted after the learning. These do not capture the multi-componential nature of emotions, nor how emotions are related to the processes of learning. We see emotions as dimensional, multi-componential responses to personally meaningful events and situations. In this methodologically advanced pilot study we developed a multi-componential methodology, capable of providing complementary information on emotions in professional learning. For this purpose, we used a within-subject design applied to a single individual, with a focus on emotions during professional learning. Within a laboratory setting, the subject was shown personally meaningful video extracts from a learning situation in which she had previously participated. The data were gathered through (i) self-reports of emotions via the Emotion Circle (EC) online assessment tool, (ii) measures of autonomic nervous system (ANS) activity obtained via Electrodermal Activity (EDA) and Heart Rate Variability (HRV), (iii) behavioural registration of facial expression and gaze, and (iv) the Stimulated Recall Interview (SRI). Selfreports of emotions via EC, and also the emotion-driven SRI, were found to be productive, not only in detailing and explaining emotions experienced during the viewing of the videos, but also in bringing about reflective learning and novel insights. EDA and HRV provided complementary information on the subject's ANS activity during the learning process. We present conclusions and future challenges in applying a multi-componential methodology to research emotions within professional learning. Eteläpelto et al 7 | F L R AcknowledgmentProfessor Anneli Eteläpelto's highly-meritorious professional career in the field of adult education at University of Jyväskylä (Finland) will continue in her new role as an emerita. We greatly appreciate her years of dedication to research, and especially all the inspiring ideas she has introduced over the years! Among other roles, she has served the academic community as the coordinator of EARLI SIG14 "Learning and Professional Development" and hosted the SIG meeting in 2008. Further, she is renowned for her repeated successes in securing prestigious grants from the Academy of Finland and elsewhere. Anyone who has had been fortunate enough to collaborate with Anneli has probably found her an inspiring colleague and, sometimes, surprising in her contributions. In her new role as a professor emerita, she will undoubtedly continue to contribute actively to the discourse on learning and professional development. This special issue describes a starting point for new direction of research, which she has actively advocated, and we hope she will remain involved in these developments also in the future to see the vision for which she advocated fully realised.All the best and warm regards on behalf of all your colleagues! Christian, Raija, Erno, and Stephen 8 | F L R Recent studies have shown that processes of group-based identity learning are particularly imbued...

show abstract

Section: Introductionmentioning

confidence: 99%

A multi-componential methodology for exploring emotions in learning

Eteläpelto

Kykyri

Penttonen

et al. 2018

FLR

View full text Add to dashboard Cite

show abstract

“…In the workplace, the most proactive forms of agency are enacted via creative initiatives and innovative suggestions for developing work practices, creating new work operations, and transforming the course of activities (Engeström, 2011;Harteis & Goller, 2014;Philpott & Oates, 2017;Vähäsantanen, 2015). Virkkunen (2006) used the term "transformative agency" to refer to the ability and actions of individuals and groups to transform their work practices.…”

Section: Professional Agency As a Part Of Learningmentioning

confidence: 99%

“…Thus, familiar social relationships and positive work experiences may be drawn upon to promote agentic activities for professional learning (Vähäsantanen, 2015). In a similar vein, Goller and Billett (2014) argued that the agentic utilisation and crafting of experiences are crucial for successful professional learning, and Philpott and Oates (2017) suggested that professional communities and dialogical practices serve as affordances for professional agency in learning (see also Ylén, 2017, this volume). Conversely, traditional power-based professional relationships can obstruct the enactment of professional agency in learning and working contexts (Lipponen & Kumpulainen, 2011;Paloniemi & Collin, 2012).…”

Section: Professional Agency As a Part Of Learningmentioning

confidence: 99%

“…Thus, there is an urgent need to organise venues for training and learning within workplaces. In such organised settings, it is vital to prompt and activate individuals' professional agency, because agency appears to be relevant to learning, for both individuals and work communities (Billett, 2011;Cairns & Malloch, 2011;Eteläpelto et al, 2014;Goller & Harteis, 2017, this volume;Imants, Wubbels, & Vermunt, 2013;Kerosuo, 2017, this volume;Philpott & Oates, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Since the role of professional agency is emphasised in work-related learning, it is also necessary to organise and investigate agency-promoting learning events. These events should also be seen as bound up with social interactions, because even from an agentic perspective, the social nature of learning cannot be ignored (Cairns & Malloch, 2011;Eteläpelto et al, 2014;Philpott & Oates, 2017). This chapter reports on an investigation of the work conference as an orchestrated agency-promoting learning arena.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

An Agency-Promoting Learning Arena for Developing Shared Work Practices

Vähäsantanen

Paloniemi

Hökkä

et al. 2017

Professional and Practice-Based Learning

View full text Add to dashboard Cite

Despite the emerging recognition of the pivotal role played by professional agency within work contexts, little is known about how agency is promoted and enacted in organised work-related learning settings. This chapter focuses on the work conference as an orchestrated agency-promoting learning arena. We understand professional agency as a necessary precondition of work-related learning, and we emphasise the potential of work conferences to activate and promote such agency. Our empirical study investigated three work conferences in education and healthcare organisations in Finland. Utilising assessments, the investigation addressed how the participants perceived the conditions for learning and the learning outcomes in these conferences. The work conference was mostly viewed as a worthwhile learning arena. The conference advanced participants' professional agency and participation across entrenched professional boundaries, and workrelated learning occurred at both individual and collective levels. A comparison of the three work conferences indicated that in terms of the generation and actualisation of innovative developmental discussions, the most prominent learning outcomes occurred when the participants were able to enact substantial professional agency, when there was comprehensive participation from the work community, and when boundary crossing occurred. This paper contributes to the understanding of the conditions that impede or support work-related learning.

show abstract

Experiences of agency in historically underrepresented racial and ethnic dental faculty at predominantly white institutions

Yarbrough

Konopasky

Wyatt

2023

Journal of Dental Education

View full text Add to dashboard Cite

Purpose/objectives Historically underrepresented racial and ethnic (HURE) dentists remain underrepresented in dental education and dental practice, and surprisingly, little is known about the factors that enable them to thrive. The lack of information about their experiences is a critical gap in the literature. The purpose of this critical qualitative study is to describe how HURE dental faculty in predominantly white institutions (PWIs) exercise agency to thrive and advance in academic promotion when faced with challenges and adversity in the workplace. Methods Thirteen semi‐structured interviews were conducted in 2021 and 2022 with HURE dental faculty from 10 different institutions. Interviews were audio recorded, transcribed, and analyzed using the construct of agency and tenets of critical race theory to understand how they thrive in their institutions. Results HURE dental faculty experienced racism as normal from both faculty and students. Racism centered around white faculty guarding access to white spaces, including things that should be open to everyone like meetings and information about promotion. To counter this, HURE faculty engaged in individual agency by fighting for their perspectives to be heard, proxy agency by seeking and building relationships with mentors and colleagues who could use their whiteness to create change, and improvisational agency by going outside their institutions for support. Conclusion(s) To thrive in PWIs requires HURE faculty to exercise various forms of agency to directly or indirectly advocate for themselves as professionals. These findings have implications for dental leaders to change their existing structures and improve the work environments for HURE dental faculty.

show abstract

Teacher agency and professional learning communities; what can Learning Rounds in Scotland teach us?

Cited by 62 publications

References 37 publications

A multi-componential methodology for exploring emotions in learning

A multi-componential methodology for exploring emotions in learning

An Agency-Promoting Learning Arena for Developing Shared Work Practices

Experiences of agency in historically underrepresented racial and ethnic dental faculty at predominantly white institutions

Contact Info

Product

Resources

About