A Model of Teacher Agency in Professional Development and School Reform

Autor/inn/en	Imants, Jeroen; Van der Wal, Merel M.
Titel	A Model of Teacher Agency in Professional Development and School Reform
Quelle	In: Journal of Curriculum Studies, 52 (2020) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van der Wal, Merel M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2019.1604809
Schlagwörter	Faculty Development; Educational Change; Teacher Attitudes; Teacher Role; Professional Autonomy; Models; Research Reports; Work Environment; Change Agents; Context Effect + Suchen Sie Ihr Suchwort? Bildungsreform; Lehrerverhalten; Lehrerrolle; Berufsfreiheit; Analogiemodell; Research report; Forschungsbericht; Arbeitsmilieu
Abstract	In research on teacher professional development and school reform attention for the role of teacher agency has been growing significantly during the last decade. The objective of this study is to create a model with the potential to view professional development and school reform from a teacher agency perspective at multiple levels. The model of teacher agency in professional development and school reform is built on five characteristics; it (1) presents the "teacher as an actor," (2) depicts "dynamic" relationships, (3) treats professional development and school reform as inherently "contextualized," including multiple levels, (4) includes the professional development and school reform content as "variable" and (5) considers outcomes as part of a "continuing cycle." To illustrate the usefulness of the model as an analytical tool 36 research articles on professional development and school reform were selected. These articles shared a focus on teacher agency. The analysis showed that research on teacher agency varies in how these five characteristics are elaborated. Moreover, the model demonstrated to be a promising tool to research multilevel complexity by integrating theoretical insights in, and empirical research results of school reform and professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01