Development of Preservice Teachers’ Sense of Agency

Hull, Michael M.; Uematsu, Haruko

doi:10.1007/978-3-030-51182-1_17

Cited by 3 publications

(2 citation statements)

References 16 publications

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“…The second reason concerns teachers' and students' personal traits. Teachers' attitudes toward professional development (Kirsch & Aleksić, 2018;Kirsch et al, 2020), critical reflection (Zhang et al, 2020), commitment (Zheng et al, 2021), and professional agency (Hull & Uematsu, 2020) have been considered variables in making classroom decisions. Student motivation (Wang & Lam, 2020), learner autonomy (Borg & Alshumaimeri, 2019), language proficiency (Haim & Tannenbaum, 2022), and critical competency (Yulian, 2021) are also factors that are frequently identified as causing a change in teachers' beliefs and classroom decisions.…”

Section: Links Between Beliefs and Practicesmentioning

confidence: 99%

“…The NETs' professional agency also differed. Corresponding to a published study, teacher professional agency is one variable in making classroom decisions (Hull & Uematsu, 2020). Professional agentic teachers "not only fulfill complicated tasks but also have the skills and will to strengthen their own … capabilities for life-long learning and sustained professional growth" (Lipponen & Kumpulainen, 2011, p. 812).…”

Section: Personal Factorsmentioning

confidence: 99%

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Native English teachers’ beliefs and practices in teaching oral communication: A multiple case study in China

Wang

Lam

2023

Indonesian J. Appl. Linguist.

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Although previous studies in the education field have investigated how teachers’ beliefs and practices converge or diverge, native English teachers’ (NETs) beliefs and practices remain underrepresented and underexplored, particularly with respect to university-level English speaking instruction in the Chinese context. This qualitative study used interviews and classroom observations over one semester to examine the pedagogical beliefs and actual classroom practices of three NETs instructing a course in oral communication with English as a foreign language (EFL). Based on the data analysis, this multiple case study found that the three native EFL teachers’ practices converged with their beliefs related to language, teaching, and teachers’ roles. However, divergences existed in terms of teaching and student learning. Teachers’ personal, learner-related, and contextual factors modified teachers’ practices and affected their decisions in putting their beliefs into practice. The results imply that it is essential for NETs to engage in critical reflection and enhance their professional agency, which helps them make appropriate classroom decisions to achieve resonance between their beliefs and practices. University administrators in the Chinese context may consider creating a more conducive environment for teacher training, increasing NETs’ sense of belonging, and further facilitating teachers’ professional development.

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Section: Links Between Beliefs and Practicesmentioning

confidence: 99%

Section: Personal Factorsmentioning

confidence: 99%

Native English teachers’ beliefs and practices in teaching oral communication: A multiple case study in China

Wang

Lam

2023

Indonesian J. Appl. Linguist.

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Crisis times and school education: is teacher agency changing?

Reyes-Rojas,

Salinas

2024

Education Inquiry

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University Instructors’ Enactment of Professional Agency in Teaching Spoken English as a Foreign Language

Wang

Lam²

2022

Front. Educ.

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Although previous studies on teacher agency have examined its manifestations and significance from the socio-cultural perspective, university English as a foreign language (EFL)-speaking instructors’ professional agency has been underrepresented in the Chinese context. Based on a narrative inquiry approach and cross-case analysis, this qualitative multiple case study explores how four university EFL-speaking instructors exercise their professional agency and the key factors facilitating their agency enactment. The study finds that EFL-speaking instructors work as agentic practitioners to translate their career pursuits into concrete teaching duties, teacher learning, and researching. Their different professional agency enactment is closely related to their agency competence, agency disposition, and identity commitment as well as multifarious contextual factors. The findings imply that understanding the trajectories of teachers’ career development and fostering their teacher agency can assist more practitioners in getting ready for future challenges. It is suggested that frontline teachers hold onto the notion of life-long learning, build academic research profiles, and conduct active reflections to enhance their agency. University administrators should consider creating a more conducive environment to boost EFL-speaking instructors’ agency to facilitate their professional development.

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Development of Preservice Teachers’ Sense of Agency

Cited by 3 publications

References 16 publications

Native English teachers’ beliefs and practices in teaching oral communication: A multiple case study in China

Native English teachers’ beliefs and practices in teaching oral communication: A multiple case study in China

Crisis times and school education: is teacher agency changing?

University Instructors’ Enactment of Professional Agency in Teaching Spoken English as a Foreign Language

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