Teacher’s professional agency – a relational approach to teacher learning

Abstract

The study aims to gain a better understanding of the complexity of teacher learning by exploring the elements of teachers' sense of professional agency in the two primary contexts of teachers' work: the professional community and the classroom. Moreover, the relationship with agentic learning in these contexts is studied. A total of 2310 primary and secondary school teachers completed the survey and the resulting data were analysed using structural equation modelling (SEM). The results confirmed that teacher learning in terms of professional agency is a complex and multidimensional phenomenon that cannot be reduced, and hence cannot be explained by a single behavioural attribute. The findings also indicated that the objects of learning and teachers' approaches to their learning determined the contextual variation in terms of professional agency. The results also showed that experienced agency in the classroom is dependent on teacher learning in the professional community. This implies that engaging teachers in learning outside their classrooms provides an effective strategy for improving instructional practices, and further, student learning. ARTICLE HISTORY

Sense of professional agency in ELT practicum: Comparison of Polish, Portuguese, and Turkish contexts

“…Some research basically focuses on different behavioural attributes teachers benefit from while reforming teaching and modifying instructional practices. Pietarinen, Pyhältö, and Soini (2016) describe constructing professional relationships and relying on them as collective efficacy, and constructing organizational climate as positive interdependence, both of which are the behavioural attributes at community level whereas reflecting on teacher experiences is at the individual level.…”

“…Professional agency is priorly defined as the capacity of the teachers to manage their own learning both as a personal endeavour and in the school community (Pyhältö, Pietarinen, Soini, 2012;Pyhältö et al, 2014;Pietarinen et al, 2016). In this sense, collective efficacy involves both using others in the community of school as a resource and acting as an aid for them, which Pietarinen et al (2016) report as "co-regulative learning" (p. 114). It is a common belief among teacher practitioners that teachers are influenced by their working environment; however, they can also act as leaders to modify the working environment.…”

“…For instance, effective teacher learning may occur in a teacher community where collaboration and mutual support are fostered. Furthermore, this context-dependent nature of teacher learning might result in instructional and educational reforms carried out by teachers (Pietarinen et al, 2016).…”

“…The interrelation between collective efficacy, positive interdependence and reflective practice is remarkable, and it is noteworthy to state that the first two parameters at community level contribute to the third parameter at individual level. The study conducted by Pietarinen et al (2016) shows that "experienced agency in the professional community contributed to teacher learning in the classroom" (p. 124). Some studies (Edwards, 2007;Lipponen & Kumpulainen, 2011) also confirm that the teachers benefiting from positive interdependence in the professional community are more likely to enhance students' learning in the classroom as they expand their practical knowledge through reflection on their teaching practices.…”

Special education teachers’ experienced burnout and perceived fit with the professional community: A 5‐year follow‐up study

“…However, the functional teacher-working environment fit (i.e. professional recognition and constructive work climate) may act as a buffer against special education teachers' risk of developing burnout, and hence contribute to the meaningful and sustainable pedagogical development of the school community (Sutherland et al, 1995;Berry, 2012;Conley & You, 2016;Pietarinen et al, 2016;Berkovich & Eyal, 2018). Even though special education teachers have a crucial role in supporting an inclusive learning environment in school, there is a dearth of literature about their experiences, despite the focus on strong inclusion policies in many countries (see the review study by Brunsting et al, 2014).…”