Exploring Teachers' Relational Agency in Content-Language Teacher Collaboration in Secondary Science Education in Australia

Autor/inn/en	Nguyen, Minh Hue; Dang, Thi Kim Anh
Titel	Exploring Teachers' Relational Agency in Content-Language Teacher Collaboration in Secondary Science Education in Australia
Quelle	In: Australian Educational Researcher, 48 (2021) 4, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nguyen, Minh Hue) ORCID (Dang, Thi Kim Anh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-020-00413-9
Schlagwörter	Content and Language Integrated Learning; Second Language Learning; English (Second Language); Language Teachers; Science Teachers; Secondary School Teachers; Teacher Collaboration; Collegiality; Dialogs (Language); Expertise; Professional Autonomy; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Kollegialität; Dialog; Dialogs; Dialogue; Dialogues; Expert appraisal; Berufsfreiheit; Ausland; Australien
Abstract	The mainstreaming of English-as-an-additional-language (EAL) education necessitates collaboration between EAL teachers and content teachers to support EAL students' learning in content areas. A question left open is how EAL and content teachers exercise relational agency through professional dialogue and collaborative practices. The current paper examined this question through the concept of "relational agency" grounded in sociocultural theory. Data include group interviews with and self-recorded collaborative conversations between an EAL teacher and a science teacher in planning and delivering science content in an Australian secondary school. Findings reveal professional dialogue and collaborative practices created mediational spaces for them to exercise relational agency. They actively worked together on a complex problem and shared motive, built and utilised common knowledge, and drew on relational expertise in responding to the demands of enhancing EAL students' learning of language and content in the science classroom. Findings have implications for promoting teacher agency and quality collaboration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01