Developing Teacher Agency and Self-Regulation in a Professional Training Program: A Case Study in a Rural and Ethnic Minority Area of China

Autor/inn/en	Pei, Miao; Yang, Hongzhi
Titel	Developing Teacher Agency and Self-Regulation in a Professional Training Program: A Case Study in a Rural and Ethnic Minority Area of China
Quelle	In: Asia Pacific Education Review, 20 (2019) 4, S.625-639 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Hongzhi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-019-09606-z
Schlagwörter	Metacognition; Foreign Countries; Professional Autonomy; Educational Change; Goal Orientation; Faculty Development; Rural Schools; Mentors; Elementary School Teachers; Teacher Attitudes; Ethnic Groups; Minority Groups; Case Studies; Teaching Methods; Instructional Innovation; China + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Berufsfreiheit; Bildungsreform; Zielorientierung; Zielvorstellung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ethnie; Ethnische Minderheit; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation
Abstract	The research literature indicates that self-regulated learning can strengthen teacher agency in taking charge of their own learning and teaching, which is important when teachers encounter difficulties or challenges due to the requirements of educational and curriculum reform. This study explores how professional teacher development training activates rural teachers' agency in transforming their practice and becoming self-regulated practitioners in China. Data were collected from two teacher mentors and seven primary school teachers, including classroom observation records, teachers' narratives and reflections, and individual interviews. These participants' self-regulated learning was found to develop through three phases: goal setting and assimilation; implementation of the teaching goal and the teaching methods being learned; and self-reflection. This process intertwined with and reciprocated other-regulated learning. The teachers' agency shifted from initial resistance to adoption of the training, and then to innovation in practice, during which both their cognition and practices were transformed. Implications for teacher learning programs were also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01