Teachers’ professional agency and learning – from adaption to active modification in the teacher community

Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina

doi:10.1080/13540602.2014.995483

Cited by 94 publications

(72 citation statements)

References 93 publications

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“…There is evidence that teaching practice in particular provides a central context of learning agency in the classroom (Ben-Peretz, 1995;Korthagen, 2010;Ng, Nicholas, & Williams, 2010;Pyhältö et al, 2014) and for developing professional skills (e.g. Putnam & Borko, 2000).…”

Section: Student Teachers' Learning Of Professional Agency In Teachermentioning

confidence: 98%

“…The scales used are shown in Appendix 1. The STPA survey was adapted from the Teacher's Sense of Professional Agency survey (TPA) (see Pietarinen, Pyhältö, Soini, & Salmela-Aro, 2013;Pyhältö et al, 2014), which was targeted at in-service teachers.…”

Section: Measures and Data Collectionmentioning

confidence: 99%

“…Still, the understanding of the interrelation between reflection and the ability to actively regulate one's behaviour in collaboration with others is scarce. We know even less about how to facilitate this ability in teacher education (Darling-Hammond & Bransford, 2005;Pyhältö, Pietarinen, & Soini, 2014). This study focuses on exploring primary teacher students' sense of professional agency in the classroom context.…”

Section: Introductionmentioning

confidence: 99%

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What contributes to first-year student teachers’ sense of professional agency in the classroom?

Soini

Pietarinen

Toom

et al. 2015

Teachers and Teaching

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This study explores Finnish first-year primary teacher students' (N = 244) sense of professional agency in the classroom. In addition, the interrelation between student teachers' sense of professional agency and the perceptions of teacher education as a learning environment is explored. The sense of professional agency in the classroom simultaneously requires the motivation to learn, efficacy beliefs about learning and intentional acts for facilitating and managing new learning in the classroom. The results showed that these basic elements are embedded in the contextualised components of student teachers' professional agency, entailing judgements of one's competence in teaching, transformative and collaborative practice, reflection in the classroom and modelling as a learning orientation. The results further suggested that teacher education provided an encouraging learning environment for student teachers. However, only peer relations in the learning environment were positively related to perceived professional agency.

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Section: Student Teachers' Learning Of Professional Agency In Teachermentioning

confidence: 98%

Section: Measures and Data Collectionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

What contributes to first-year student teachers’ sense of professional agency in the classroom?

Soini

Pietarinen

Toom

et al. 2015

Teachers and Teaching

Self Cite

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“…There is also evidence of collaborative learning within the teacher community being related to higher achievement among students (Leana & Pil, 2006;Leithwood & Seashore-Louis, 2012;Vescio, Ross, & Adams, 2008). As a result, the kinds of practices that embrace change, complexity, and context-specificity of a teacher's work seem to enhance teacher learning (e.g., Clift & Brady, 2005;Hoekstra, Beijaard, Brekelmans, & Korthagen, 2007;Pyhältö, Pietarinen, & Soini, 2015).…”

Section: Introductionmentioning

confidence: 95%

“…This study aims to contribute to the literature (1) by exploring the elements of teacher learning in terms of professional agency embedded in core contexts of teachers' everyday work, that is, the professional community and the classroom; (2) by analysing the relation between the objects of learning in these two contexts; and (3) by introducing an instrument for studying teachers' perceived professional agency (see also Pyhältö, Soini, & Pietarinen, 2012;Pyhältö, Pietarinen, & Soini, 2015;Soini, Pietarinen, & Pyhältö, 2016). …”

Section: Introductionmentioning

confidence: 99%

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

Pietarinen

Pyhältö

Soini

2016

Learning: Research and Practice

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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

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Teacher victimization and teachers' subjective well‐being: Does school climate matter?

Yang

Chan

Nickerson

et al. 2022

Aggressive Behavior

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Guided by the job demands‐resources model, we examined the multilevel associations between victimization experience with student violence directed against teachers, school climate, and teachers' subjective well‐being (i.e., school connectedness and teaching efficacy) among 1711 teachers (7th–12th grade) from 58 middle and high schools in China. Hierarchical linear modeling analyses revealed that teachers who reported more frequent teacher victimization perceived a lower level of teaching efficacy; however, teachers in schools with a higher level of teacher victimization scores at the school level perceived a higher level of teaching efficacy. Although school climate was positively related to teacher well‐being at both teacher and school levels, the negative association between teacher victimization and teachers' subjective well‐being at the teacher level was exacerbated in schools with a more positive school climate at the school level. The significant cross‐level moderating effect of school‐level school climate in the association between teacher‐level victimization and subjective well‐being was consistent with the "healthy context paradox" but contradicted with the "emotion contagion hypothesis.” Our findings support the risk influence of teacher victimization and the promotive role of positive school climate on teachers' subjective well‐being. Our results also indicate that teachers in schools with a more positive and collective perception of school climate tend to be more attuned to the negative influences of teacher victimization on their subjective well‐being than teachers in schools with a less positive and collective perception of school climate.

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Teachers’ professional agency and learning – from adaption to active modification in the teacher community

Cited by 94 publications

References 93 publications

What contributes to first-year student teachers’ sense of professional agency in the classroom?

What contributes to first-year student teachers’ sense of professional agency in the classroom?

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

Teacher victimization and teachers' subjective well‐being: Does school climate matter?

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