A typology of agency in new generation learning environments: emerging relational, ecological and new material considerations

Charteris, Jennifer; Smardon, Dianne

doi:10.1080/14681366.2017.1345975

Cited by 60 publications

(56 citation statements)

References 57 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Relational agency is ‘the capacity to align one's thought and actions with those of others in order to interpret problems of practice and to respond to those interpretations’ . It is a dynamic interaction between engagement with others to discover new perspectives and integrating those perspectives into one's practice …”

Section: Discussionmentioning

confidence: 99%

Complex decision making in medical training: key internal and external influences in developing practical wisdom

2018

View full text Add to dashboard Cite

Context Good judgement and the ability to make complex decisions are key attributes of a skilled professional. There has been limited study of doctors and their decision making, particularly in relation to making complex decisions. The study aims were to understand how trainee doctors develop practical wisdom through investigating their approach to difficult decision making, understanding the influences on the development of practical wisdom, and identifying potential interventions that may help develop this further. Methods Constructing an understanding of the process of developing practical wisdom was analysed within a social constructivist frame. The study investigated trainee doctors at different stages of their careers. Qualitative semi‐structured interviews were used to explore the approaches doctors take to difficult decision making, as well as the key training influences in learning these skills. Constant comparative analysis was carried out within a grounded theory approach. Results Key elements emerged from the data regarding the doctors themselves and the environments they worked in that assisted in developing decision making. This led to the construction of a conceptual model setting out the development of practical wisdom among trainee doctors. The model describes a process of gaining experience in decision making, moderated by key external and internal influences. The important roles of self‐efficacy and agency (relational) are highlighted as key enablers of the process. Discussion The implications of this model are considered in relation to postgraduate training of doctors. The importance of training doctors to be self‐regulated learners in learning environments that support their development is highlighted. Aspects of the clinical learning environment (structure) such as rotation structures, the culture, supervision and feedback can all be enhanced. Self‐efficacy and relational agency, alongside other internal influences, are key factors in accelerating development of practical wisdom. Other studies have shown that these factors can be improved with targeted interventions.

show abstract

Section: Discussionmentioning

confidence: 99%

Complex decision making in medical training: key internal and external influences in developing practical wisdom

2018

View full text Add to dashboard Cite

show abstract

“…In this position, Principals are expected to "'make things happen' as conduits for the implementation of government-driven reform, or more autonomously seeking to set the direction for [schooling] improvement and responding to independent change agendas" (Wallace, O'Reilly, Morris, & Deem, 2011, p. 66). Although agency has been well theorised (Archer, 2010;Biesta et al, 2017;Charteris & Smardon, 2017), little has been written about teacher agency (Biesta et al, 2017;Charteris & Smardon, 2015) and even less about the agency of Principals (Riveros et al, 2017;Wenner & Settlage, 2015). We conceptualise agency as the interplay of discursive, social and material influences that shape, and are in turn, shaped by school leaders.…”

Section: Agency and Politicsmentioning

confidence: 99%

“…They are agentic when they make sense of the complex entanglements of policy, community and schooling discourses. Although we recognise that the notion of agency has a long theoretical history and has been conceptualised in a range of ways, in this article it is considered from an ecological perspective where it is a temporal process of social engagement that is informed by the experiences of the past, oriented to the future as a capacity for further thought and action, and enacted in the present as the capacity to mobilise relevant discourses and resources (Biesta, Priestley & Robinson, 2017;Charteris & Smardon, 2017). This implies that agency is emergent, involving the "individual efforts, available resources and contextual and structural factors" that interplay in particular situations (Biesta & Tedder, 2007, p. 137).…”

Section: Introductionmentioning

confidence: 99%

Policy Enactment and Leader Agency

Charteris¹,

Smardon²

2018

teacherswork

Self Cite

View full text Add to dashboard Cite

show abstract

“…Student-centred practices can involve tailoring personalised programs but may not foster student participation and agency. Although agency as a discourse is widely interpreted and enacted in different ways (Charteris & Smardon, 2017), we use it here is its ecological sense.…”

Section: Discourse Of Student Agencymentioning

confidence: 99%

“…More broadly, this article seeks to further contribute to existing literature that critiques the hegemony of neoliberal schooling and ITE practices (Ball, 2015;Lingard, Martino, & Rezai-Rashti, 2013;Sellar, 2014). In so doing, it builds upon existing scholarship that has challenged the politics of assessment discourses (Thompson & Cook, 2014;Thompson & Mockler, 2016;Tuinamuana, 2011) and frames emerging conceptualisations of agency in ecological terms (Biesta, Priestley, & Robinson, 2017;Charteris & Smardon, 2017).…”

Section: Introductionmentioning

confidence: 96%

‘Nobody is Watching but Everything I do is Measured’: Teacher Accountability, Learner Agency and the Crisis Of Control

Dargusch¹,

Charteris²

2018

AJTE

Self Cite

View full text Add to dashboard Cite

It is widely acknowledged that there is systemic pressure on teachers to enact assessment practices that raise student achievement. In this article assessment related discourses that influence teacher and student classroom practices are examined in relation to initial teacher education. In Australia, preservice teachers (PSTs) are required to demonstrate assessment capability, promote student agency and monitor their practice impact on student learning whilst working in schooling ecologies that are marked by high stakes accountability measures. Processes that bridge university and inschool PST teacher preparation are an important consideration in developing assessment capability. It is argued that there are tensions in the current policy environment associated with distributed classroom power relations that are emblematic of student agency in practice. The socially constituted nature of ecological agency that underpins generative assessment for learning practices is an important consideration for judgement about initial teacher assessment capability and associated graduate impact on student learning.

show abstract

A typology of agency in new generation learning environments: emerging relational, ecological and new material considerations

Cited by 60 publications

References 57 publications

Complex decision making in medical training: key internal and external influences in developing practical wisdom

Complex decision making in medical training: key internal and external influences in developing practical wisdom

Policy Enactment and Leader Agency

‘Nobody is Watching but Everything I do is Measured’: Teacher Accountability, Learner Agency and the Crisis Of Control

Contact Info

Product

Resources

About