A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform

Professional agency in the stream of change: Understanding educational change and teachers' professional identities

“…The analysis thus supports the notions that in the context of transforming education, teachers often perceive themselves as passive objects whose actions are mainly regulated by external bodies, rather than as active subjects whose opinions and ideas do matter (Lasky, 2005;Pyhältö et al, 2012;van Veen & Sleegers, 2009). All 15 this can be conceptualized as illustrating vocational teachers' weak agency concerning their work at the community and organizational levels.…”

“…Professional identity can be seen as a work history-based constellation of teachers' perceptions of themselves as a professional actors. A teacher's professional identity encompasses the individual's current professional interests, views on teaching and on the students' learning, and future prospects (Beijaard, Meijer & Verloop, 2004;Lasky, 2005;Sutherland, Howard & Markauskaite, 2010;van Veen & Sleegers, 2009). The connection between professional identity, agency, and change emerges from the fact that educational change often requires the renegotiation of professional identity, in which process professional agency emerges as salient (Beijaard et al, 2004;Day et al, 2006;Kayi-Aydar, 2015).…”

“…In the work of teachers, the relevant socio-cultural practices and suggestions include curriculum guidelines, cultural norms, and social directions and resources (Lasky, 2005). Although the socio-cultural approach has focused mostly on the social resources related to agency, recent subject-centered socio-cultural approaches suggest a need to integrate both the individual and the social contributions surrounding professional agency, if we are to understand the remaking of work practices and identities at work (Billett, 2011;Eteläpelto et al, 2013).…”

“…An educational change can challenge teachers to re-negotiate their identities, but it may also be insufficient to produce a process of identity reformation. This emphasizes the nature of 20 professional agency: a teacher's identity is always constructed in relation to social context, but social demands alone are not enough to change teachers' identities in the absence of their own active efforts and influence (Beijaard et al, 2004;Day et al, 2006;Lasky, 2005;Reeves, 2009). …”

The role of relational resilience in teachers’ career-long commitment and effectiveness

“…This is claimed by some to have led to high levels of professional vulnerability and stress (Hargreaves, 1994;Macdonald, 1999;Kyriacou, 2000;Lasky, 2005;Kelchtermans, 2009) and increasing levels of dissatisfaction with their working conditions (Helen, 2007;Smethem, 2007). Over the last decade, statistics continue to suggest that teaching is one of the most stressful professions in the 21 st century (HSE, 2000 andPWC, 2001;Nash, 2005) and that this profession has experienced relatively higher turnover compared to many other professions (Ingersoll, 2003;Ingersoll and Perda, 2011).…”