Teacher Agency and Professional Practice

Autor/inn/en	Molla, Tebeje; Nolan, Andrea
Titel	Teacher Agency and Professional Practice
Quelle	In: Teachers and Teaching: Theory and Practice, 26 (2020) 1, S.67-87 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Molla, Tebeje) ORCID (Nolan, Andrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2020.1740196
Schlagwörter	Teaching Methods; Professional Autonomy; Teacher Attitudes; Faculty Development; Professional Recognition; Moral Values; Decision Making; Thinking Skills; Metacognition; Disadvantaged; Teacher Responsibility; Professional Identity; Transformative Learning; Educational Philosophy + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Berufsfreiheit; Lehrerverhalten; Moral value; Ethischer Wert; Decision-making; Entscheidungsfindung; Denkfähigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lehrverpflichtung; Pädagogische Transformation; Bildungsphilosophie; Erziehungsphilosophie
Abstract	Drawing on the capability approach to human development and Bourdieuan reflexive sociology, this paper explores the interplay of teacher agency and professional practice. The paper names five facets of teacher agency. It shows that teachers with a strong sense of agency actively seek learning opportunities--inquisitive agency; think effortfully about their beliefs and practices--deliberative agency; demand to be valued and respected for their professional work--recognitive agency; are committed to addressing educational disadvantages--responsive agency; and act ethically and make morally justifiable decisions--moral agency. Professional learning experiences that problematise practice and context of practice are proposed as an instrument for building teacher agency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01