Epistemic agency, a double-stimulation, and video-based learning: A formative intervention study in language teacher education

Yang, Hongzhi

doi:10.1016/j.system.2020.102401

Cited by 21 publications

(23 citation statements)

References 33 publications

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“…Academic support encouraged interactive learning ( Edwards, 2005 ) when the participants were engaged in research collaboration, group study and academic supervision. These scholarly activities (see Figure 4 ) constructed a mutually constitutive personal network by means of sharing and building their distributed intelligence and expertise ( Edwards and D’arcy, 2004 ; Yang, 2021 ).…”

Section: Resultsmentioning

confidence: 99%

“…Moreover, relational agency highlights the intellectual dimension of interactive learning characterized by critical reflection, increased expertise and capacity to act ( Edwards and D’arcy, 2004 ; Edwards, 2005 ; Eteläpelto et al, 2013 ; Feucht et al, 2017 ). Studies have demonstrated that agentic teachers intentionally interact with others as a resource for learning and are active learners to reflect critically on actions ( Billett, 2006b ; Pyhältö et al, 2015 ; Toom et al, 2015 ; Yang, 2021 ). Such learning capacity leads to the expanded object such as enriched understanding of the problems and increased expertise which is loaded with intelligence for enhanced action ( Edwards, 2005 , 2011 ).…”

Section: Understanding Realtional Agencymentioning

confidence: 99%

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Relational Agency of University Teachers of Chinese as a Second Language: A Personal Network Perspective

Yang

Gao

2022

Front. Psychol.

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Relational agency is pivotal for understanding how language teachers seek and utilize relational resources in different contexts and grow to be agents of change amid various educational challenges. This study explored how three university teachers of Chinese as a second language (CSL) enacted their relational agency to enhance their research capacity and sustain their professional development. Data on their personal network development was collected through concentric circle interviews, life-history interviews and written reflections over three months. Thematic analysis was adopted for iterative coding and interpretation of the data. The findings revealed that teachers’ personal networks provided them with value guidance, emotional support and academic support, which exerted differential levels of impact on them to make agentic choices and actions. The study suggests that personal network analysis may serve as a suitable theoretical lens to achieve a multi-layered understanding of relational agency. The study also calls for more efforts to create learning opportunities and spaces in the relational context for teachers to build their career as agentic academics in language teacher education and development programs.

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Section: Resultsmentioning

confidence: 99%

Section: Understanding Realtional Agencymentioning

confidence: 99%

Relational Agency of University Teachers of Chinese as a Second Language: A Personal Network Perspective

Yang

Gao

2022

Front. Psychol.

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“…Each tentative TADS process was analyzed in three steps, focusing on (1) identification of a central conflict of motives in the discourse of the practitioners, (2) identification of a potential second stimulus put forward by some practitioners, and (3) identification of efforts to envision new forms of practice or commit to actions of implementing them . This analytical procedure is based on the methodological guidelines developed by Sannino (2015, 2020a, 2020b) and applied by Hopwood and Gottschalk (2017), Yang (2021) and others.…”

Section: Methods Of Analysismentioning

confidence: 99%

Digital peer learning for transformative professional agency: The case of homelessness practitioners in Finland

Sannino

Engeström

Jokinen

2021

Brit J Educational Tech

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Digital lifelong learning and more specifically digital peer learning (DPL) can play a major role to foster transformative agency in professions and occupations which are critically positioned for responding to acute societal needs. Yet so far, no published studies seem to have focused on this. This article aims at filling this gap with the help of a study in which online workshops and web forums were created for supporting homelessness practitioners in Finland to share and discuss scattered practical innovations and to generate advanced solutions to problems in their work. By these means, the study also generated data to see if transformative agency takes place among these professionals by means of DPL, how this happens, and with what results for the critical field of homelessness work. This study opens up a new agenda for research and development in lifelong learning in a digital era. What is already known about this topic As digital peer learning (DPL) can be largely organized by the learners themselves, it carries significant advantages for lifelong learning and work development: a close link to the field of practice and to clients' and stakeholders' needs, potentially a wide reach of practitioners, little institutional investment, and cost‐effectiveness. The application of DPL raises a number of challenges we summarize here as the spectator challenge, the challenge of drowning in details, and the discontinuity challenge. What this paper adds DPL literature lacks specific contributions on how it can support practitioners to identify and implement concrete solutions to pressing needs in society. This article shows that DPL may facilitate professional transformative agency in such a way that the two processes can intersect with one another and generate concrete and effective lifelong learning solutions for much needed developments in critical fields such as homelessness work. Implications for practice and/or policy Cultivating personally and professionally meaningful conflicts of motives evokes emotional involvement and potentially also learners' curiosity and cognitive engagement, opening an avenue to transcend the spectator stance. Experience and discursive elaboration of a conflict of motives directs learners to focus on the essential, thus providing an effective means for overcoming the risk of drowning in details. This can be facilitated by offering artifacts, metaphors, or models which may be taken up by practitioners in DPL as support or “second stimuli” to engage in transformative initiatives. To transcend the discontinuity challenge salient in many DPL processes, it is of particular importance to find ways to embed DPL and engage the learners in long‐term change efforts. Even relatively short online workshops and web forum discussions can gain momentum when efforts are made to establish links between past experiences and the future prospects.

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“…In terms of designing MTCSOL program, the findings of the present study suggest the potential application of a mixed-class model for native and non-native preservice CSL/CFL teachers. A noteworthy trend in teacher education is to view teachers as agents in knowledge-building practice and to provide chances for teachers to take part in this practice by forming a community, where they can share, discuss, improve, and transfer ideas (Darling-Hammond and McLaughlin, 1995;Sachs, 2005;Hong and Sullivan, 2009;Yang, 2021). A mixed-class model, where the two groups study together and form a teaching community to some extent, could align with the teacher motivation of the two groups.…”

Section: Practical Implicationsmentioning

confidence: 99%

A Comparative Study of the Motivations to Teach Chinese Between Native and Non-native Pre-service CSL/CFL Teachers

Wang

Zhang

2021

Front. Psychol.

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The present study compared the motivations to teach Chinese between native and nonnative pre-service teachers of Chinese as a second/foreign language (CSL/CFL). The participants included 325 native and 325 non-native Chinese-speaking pre-service CSL/CFL teachers registered in the Masters in Teaching Chinese to Speakers of Other Languages (MTCSOL) programs; the teachers were asked to complete a 24-item questionnaire. Two major findings emerged. First, a similar six-factor teacher motivation was observed for both the native and non-native teachers. Second, the two groups showed non-significant differences in their ratings of the importance of cross-cultural value, intrinsic value, altruistic value, and fallback career choice as types of motivation but differed significantly in their ratings of extrinsic value and social influence. These results highlight the differences and similarities in the motivation of the second language teacher and offer insights into the variables at different levels that might influence the motivation of the second language teacher. Teacher motivation is advised to be taken into account in the training and administration of CSL/CFL teachers to alleviate the problems of teacher shortage outside China.

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Epistemic agency, a double-stimulation, and video-based learning: A formative intervention study in language teacher education

Cited by 21 publications

References 33 publications

Relational Agency of University Teachers of Chinese as a Second Language: A Personal Network Perspective

Relational Agency of University Teachers of Chinese as a Second Language: A Personal Network Perspective

Digital peer learning for transformative professional agency: The case of homelessness practitioners in Finland

A Comparative Study of the Motivations to Teach Chinese Between Native and Non-native Pre-service CSL/CFL Teachers

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