Agency in Action: How Teachers Interpret and Implement Arizona’s 4-Hour Structured English Immersion Program

Newcomer, Sarah N.; Collier, Lizabeth C.

doi:10.1080/19313152.2015.1048179

Cited by 13 publications

(19 citation statements)

References 10 publications

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“…Over the last decade, research on TEs' agency includes notions from social psychology, critical cultural studies, and post-structuralist discourse analysis, among others (Hollar 2017;Newcomer and Collier 2015;Wilson and Deaney 2010). From a realist social lens, Archer's (2003Archer's ( , 2007Archer's ( , 2012 reflexivity theory offers a nuanced understanding of how TEs' professional agency mediates sociocultural structures' impact.…”

Section: Reflexivity and Its Modesmentioning

confidence: 99%

Reflexivity and agency in university-based teacher educators: a critical realist analysis

Hinostroza-Paredes

2021

Teaching in Higher Education

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Addressing university-based teacher educators' complex work in current higher education contexts requires identifying the variables influencing their professional agency. However, limited related literature mostly falls within boundaries of the global North, while the specifics from those in the global South remain under-researched. Thus, focusing on Chile, a country with a highly marketised education, this study explores how teacher educators agentically navigate contextual and personal factors by drawing on Archer's theory of reflexivity. Qualitative analysis reveals how participants' reflexivity mediates factors (i.e. collegiality, precarity) and yields diverse forms of agency (i.e. weak, progressive), reflecting their professional identities, concerns and professionalism. The findings suggest that participants' dominant communicative reflexivity relates to managerialism in education and Chilean society's collectivist nature. Implications are presented for future research on broader structural and cultural factors influencing teacher educators' reflexivity and agency and the role of policy implementation and institutional cultures in supporting their professionalism and careers.

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Section: Reflexivity and Its Modesmentioning

confidence: 99%

Reflexivity and agency in university-based teacher educators: a critical realist analysis

Hinostroza-Paredes

2021

Teaching in Higher Education

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“…Solbrekke & Sugrue (2014) and Bourke, Ryan & Ould (2018) investigated the agentic practices of Irish and Australian TEs, working under the pressures of accountability, professional standards, and accreditation processes. Similarly, Newcomer & Collier (2015) explored American TEs' interpretation of new language education policy, and its implementation through their classroom practice in ways they believed were best for their students.…”

Section: Thematic Analysismentioning

confidence: 99%

“…Entwined with TEs' interests, assumptions and experiences, they enable them (more or less successfully) to adjust policy requirements to their beliefs and values to safeguard their agency in their contexts of practice. Thus, the constraints of education policies and quality assurance regimes can open TEs possibilities for strong or reserved agency through innovative teaching with a culturally relevant pedagogy; creative compliance to performance management demands to keep autonomy and responsibility; or active resistance through policy reification to make it viable in teaching settings (Bartlett et al, 2017;Bourke et al, 2018;Newcomer & Collier, 2015;Solbrekke & Sugrue, 2014). In these studies, neither professional agency can be separated from the dynamics of power nor from individuals' career stages, experiences and beliefs.…”

Section: Figure 2 Thematic Representationmentioning

confidence: 99%

Vol 10 No 2 (2020)

Smeby¹

2020

P&P

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Reflecting on Bourdieu's theory of symbolic power, the aim of our study was to determine the degree to which prestige ranking follows a logic of social recognition that transcends health professional group boundaries. Based on a previous cross-sectional survey, in which 605 health professionals ranked 19 diseases and 17 specialties, this paper draws on data from 25 in-depth interviews with nurses, doctors and nursing/medical students with the objective to understand to what degree each of the four groups dissociates themselves from the prestige ranking demonstrated in the survey. We found that all four groups have similar perceptions of prestige. However, while doctors and nurses defend the hierarchy of specialisations in medicine, medical students and nursing students to a greater degree challenge the status quo. This has no real impact, as their dissenting opinions are articulated from positions defined by their rank in the distribution of capital. Therefore, these positions cannot significantly threaten the stability of the healthcare field.

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confidence: 99%

University Teacher Educators’ Professional Agency: A Literature Review

Hinostroza

2020

P&P

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paper presents a scoping review and thematic analysis of literature on university teacher educators’ professional agency between 2007 and 2019. Its aim is to map empirical studies to date and identify gaps in research to inform a future research agenda. 28 articles that met the inclusion criteria were subjected to thematic analysis, using line-by-line open and axial coding. Four main interrelated themes were identified: (i) education policies, (ii) professional development, (iii) identity, and (iv) social justice. This thematic intersection reflects intricated factors promoting and hindering the achievement of teacher educators’ professional agency. Findings suggest that more research is needed to develop theoretical and empirical understandings of the multidimensional character of their professional agency, and the myriad of opportunities and constraints impacting on it.

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Agency in Action: How Teachers Interpret and Implement Arizona’s 4-Hour Structured English Immersion Program

Cited by 13 publications

References 10 publications

Reflexivity and agency in university-based teacher educators: a critical realist analysis

Reflexivity and agency in university-based teacher educators: a critical realist analysis

Vol 10 No 2 (2020)

University Teacher Educators’ Professional Agency: A Literature Review

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