Agents Pedagogical: Bootstrapping Reflexive Practice through the Psychological Resources of Self-Agency

Autor/in	Maclellan, Effie
Titel	Agents Pedagogical: Bootstrapping Reflexive Practice through the Psychological Resources of Self-Agency
Quelle	In: Journal of Pedagogy, 7 (2016) 2, S.79-96 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1338-1563
DOI	10.1515/jped-2016-0012
Schlagwörter	Educational Change; Knowledge Base for Teaching; Decision Making; Professional Autonomy; Educational Practices; Self Efficacy; Self Determination; Metacognition; Reflective Teaching; Epistemology; Schemata (Cognition); Teacher Behavior; Teaching Methods + Suchen Sie Ihr Suchwort? Bildungsreform; Teaching theory; Theory of teaching; Unterrichtstheorie; Decision-making; Entscheidungsfindung; Berufsfreiheit; Bildungspraxis; Self-efficacy; Selbstwirksamkeit; Selbstbestimmung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Erkenntnistheorie; Cognition; Schema; Kognition; Teacher behaviour; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Two different strands of evidence coalesce to give rise to the issue of concern in this paper. Firstly, proposals for educational reform assert that teacher-agency is necessary for "effective" reform. Indeed it is argued that it is agency which drives the construction/reconstruction of professional knowledge, to influence and transform work practices. Secondly, the emphasis on teacher cognition marks a departure from teaching being characterised in terms of observable behaviours and gives way to teaching being construed as thoughtful behaviour. Nowadays, teachers are understood not merely as mechanical implementers of external prescription but as active decision-makers who interpret what they read/are told through their own conceptual lenses. Given the importance of teachers in their own professional learning, and the centrality of teacher cognition as the conduit through which they plan and enact pedagogical activities, it is a non-trivial matter to understand the dynamics at play in being an agentic teacher. Using a lens of psychological literature, this conceptual analysis explores how the tools of self-efficacy, self-regulation, and self-determination interact with reflexive practice. (As Provided).
Anmerkungen	De Gruyter Open. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01