The rhetoric and the reality: Exploring the dynamics of professional agency in the identity commitment of a Chinese female teacher

Ruan, Xiaolei; Zheng, Xinmin

doi:10.1016/j.lcsi.2019.04.008

Cited by 16 publications

(9 citation statements)

References 27 publications

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“…For instance, online class observation would be appreciated in unveiling the real conditions of student learning and teacher teaching. Qualitative studies using field or classroom observations (Tao and Gao, 2017 ; Ruan and Zheng, 2019 ; Mansouri et al, 2021 ; Zhang et al, 2022 ) have well illustrated that it is an effective way to understand the participants' real practice and complement the data that may have been missed in the interviews. Besides, data from teachers, parents as well as school administrators can be added to supplement to students' unilateral comments or complaints.…”

Section: Discussionmentioning

confidence: 99%

How should teachers tackle students' boredom in the emergency online language class?

Huang

Zheng

2022

Front. Psychol.

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Section: Discussionmentioning

confidence: 99%

How should teachers tackle students' boredom in the emergency online language class?

Huang

Zheng

2022

Front. Psychol.

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“…As far as families are concerned, the discrepancies between the higher value placed on the creation of culture and the development of inclusive policies by fathers, as opposed to the more positive perception of practices by mothers, could be explained in light of the role traditionally played by each parent in their involvement with schools, with a bigger presence of mothers in everything concerning their children's activities, as continues to be evident in recent studies (Ruan & Zheng, 2019). This may be why the mothers experience first-hand how inclusion practices are implemented in schools (Llorens, 2012).…”

Section: Reference Listmentioning

confidence: 98%

“…The more positive evaluation of inclusion by men than by women could be, in case of teachers, since in Spain teaching in the first levels of education has always been considered a rather female profession, and schools quite feminized environments (Ruan & Zheng, 2019). In choosing the teaching profession, the vocational factors often have smaller weight for women than social and economic factors (shorter training time and lower cost of studies, compared to other degrees).…”

Section: Reference Listmentioning

confidence: 99%

BReflections on a school for all: perceptions of families and teachers regarding the culture, policy, and practice of inclusion in Galicia

2021

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This paper examines, for the first time in Galicia (Spain), the culture, policy and practice of teachers and families in six primary schools, with the aim of understanding their reality from an inclusive perspective and, subsequently, being able to establish some course of action for improvement. Within the framework of participatory, descriptive, exploratory and explanatory research, an adaptation of the Index for Inclusion (Booth & Ainscow, 2011) was applied to a sample of 158 families and 85 teachers. Although both groups advocated for an inclusive education, there were some discrepancies between the intentions and the daily reality of schools. Differences between culture and practice were probably the element that most brought those contradictions to light. Some steps towards inclusion have been taken so far, generating a debate on how to improve it in schools. That debate has been led separately by education administrators, teachers or families of students with special educational needs, but a joint analysis of the voices of all families and teachers, key agents to promote a school for all, has been left aside. It is about time new trails were blazed to stimulate reflection and allow for further progress on the path to total inclusion.

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“…There are certain impediments to female EFL teachers’ sustainable development ( Jiang, 2012 ). Teacher agency can motivate teachers as “reflective practitioners” to actively engage themselves in making decisions and exerting influences on their pedagogical choices and their career development at large ( Toom et al, 2015 ; Ruan and Zheng, 2019 ). This study aims to explore the perceived discrepancies of female EFL teachers and the dynamic processes of how they have enacted their professional agency to realize sustainable career development.…”

Section: Introductionmentioning

confidence: 99%

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

Ruan

Toom

2022

Front. Psychol.

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A large and growing body of literature has investigated the role of teachers’ agency in their career trajectories. However, far too little attention has been paid to English as a Foreign Language (EFL) teachers’, especially female EFL teachers’, professional agency for their career development in the Chinese higher education setting. To address this gap, this study explores female EFL teachers’ professional agency from a self-discrepancy theory perspective, namely, how the participating teachers have perceived discrepancies in their professional development and how they have enacted their professional agency to realize sustainable development. Based on a metaphor investigation of 167 teachers and interviews with nine of them, the current study found that (1) there are certain discrepancies between female EFL teachers’ self-guides and actual selves concerning their professional identity construction; (2) female EFL teachers’ professional agency is manifested in the continuum of iteration, practical evaluation, and projectivity processes, as well as in the entity of personal and environmental factors; and 3) female EFL teachers’ professional agency and gender identity are closely intertwined with each other. This study can offer implications for teacher agency research and female teachers’ sustainable development at large.

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The rhetoric and the reality: Exploring the dynamics of professional agency in the identity commitment of a Chinese female teacher

Cited by 16 publications

References 27 publications

How should teachers tackle students' boredom in the emergency online language class?

How should teachers tackle students' boredom in the emergency online language class?

BReflections on a school for all: perceptions of families and teachers regarding the culture, policy, and practice of inclusion in Galicia

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

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