“I’m really worried for my teaching spirit”: professional agency, curriculum change and the primary arts specialist teacher

Chapman, Sian; Wright, Peter; Pascoe, Robin

doi:10.1080/00220272.2019.1694074

Cited by 6 publications

(5 citation statements)

References 38 publications

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“…Due to the history of the concept of agency within sociology and the structure-agency debate, a natural direction in investigating the "for what" of teachers' agency has been the context where the teachers operate. Consequently, extant research has revealed how a variety of contextual factors play their part in shaping teachers' agency [2,30,32,33]. These and other studies show that teachers' agency is both constrained and made possible by contextual factors.…”

Section: Theoretical Background 21 Professional Agencymentioning

confidence: 97%

Teacher Agency and Futures Thinking

et al. 2022

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Problems encountered in top-down school reforms have repeatedly highlighted the significance of teachers’ agency in educational change. At the same time, temporality has been identified as a key element in teachers’ agency, with teachers’ beliefs about the future and experiences of the past shaping their agentic orientations. However, research on teachers’ future orientations is typically limited to short-term trajectories, as opposed to long-term visions of education. To address this, we draw on a futures studies perspective to give more explicit attention to teachers’ long-term visions of their work. We argue that the method of future narratives, already well-established in the field of futures studies, is a fruitful methodological framework for studying these long-term visions. In this paper, we first show that the futures studies approach is theoretically compatible with the ecological model of teacher agency. We then outline the method of future narratives to point out the possibilities it offers. Finally, we illustrate our approach with an exploratory analysis of a small set of future narratives where teachers imagine a future workday. Our analysis reveals that the narratives offer a rich view of teachers’ longer-term visions of education, including instances of reflecting on the role of education in relation to broader societal developments. Our study suggests that this novel approach can provide tools for research on teacher agency as well as practical development of teacher education, addressing long-term educational issues and policies.

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Section: Theoretical Background 21 Professional Agencymentioning

confidence: 97%

Teacher Agency and Futures Thinking

et al. 2022

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“…This theme of environmental valuing and support leading to teacher agency in enacting creative pedagogies is echoed in the findings of Chapman et al (2020). Their research highlighted the eroding effects of continual curriculum reform and standardisation on the professional agency of even specialist arts teachers.…”

Section: Creative Knowledge Creative Teachingmentioning

confidence: 99%

“It makes you feel a little bit freer”: Committing to creativity: A hermeneutic phenomenological study of a primary teacher’s use of drama with additional language learners.

Beaumont¹

2022

tandc

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Creative pedagogies contribute significantly to children’s cognitive, social and linguistic development. This article discusses the drama-based creative literacy practice of an early primary teacher in a high diversity school in Sydney, Australia. Literacy pedagogy blended with drama and role play was shown to aid oracy whilst also adding valuable semiotic support for language learners. Video recordings of this teacher’s lessons formed the basis of a hermeneutic phenomenological study into the affordances of drama in additional language contexts. Findings revealed positive contributions to learner comprehension and engagement. They also indicated that the pressure of an over-crowded curriculum necessitates personal commitment to creative arts pedagogy on the part of the teacher. Despite policy rhetoric promoting creativity as a key capability, creativity itself is seen to be stymied in an educational context heavily prioritising standardisation and assessment. Without systemic support, it is left to motivated, individual teachers to prioritise creative learning experiences in schools.

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“…Når det gjeld erfaringane til bestemte faglaerarar, finst det studiar av identitetsutvikling og laeraraktørskap hjå amerikanske framandspråkslaerarar (Kayi-Aydar, 2015, 2019, ein australsk kunstfaglaerar (Chapman et al, 2019) og tidlegare engelsklaerarar i Hongkong (Trent, 2017). Det er i det heile få empiriske studiar av laeraraktørskap i ein norsk kontekst, og dei eksisterande har omhandla høvesvis forholdet mellom erfart og utnytta handlingsrom hjå laerarar i vidaregåande skule og om det å slutte i laeraryrket kan verte tolka som eit uttrykk for aktørskap (Helleve et al, 2018;Smith & Ulvik, 2017).…”

Section: Litteraturgjennomgangunclassified

Faglege identitetsforhandlingar i ein fleirstemmig norsklærarrøyndom

Halvorsen¹

2021

ADNO

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Denne artikkelen legg eit dialogisk og sosiokulturelt perspektiv til grunn for å undersøkje tilhøvet mellom fagleg identitet og læraraktørskap (teacher agency). Eitt intervju med ein norsklærarar i vidaregåande skule vert analysert som døme på korleis lærarar forhandlar fagleg identitet mellom personlege erfaringar og sosiale språk og talesjangrar som vert tilbydde av røyster i læraren sin sosiokulturelle kontekst. Tilhøvet mellom dei ulike røystene kan verte forstått som ei produktiv spenning der læraren aktivt tek stilling til moglege norsklærar-posisjonar. Analysen syner korleis læraren utøver aktørskap ved å påverke eigen norsklæraridentitet, samstundes som læraren si gradvise erkjenning av eigen fagleg identitet vert ein ressurs for å gi retning til lærarverksemda. Artikkelen framhevar slik fagleg identitet, sosiale språk og talesjangrar si rolle i å forme læraraktørskap samt korleis fagleg identitet og aktørskap er knytt til lærarprofesjonalitet.

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“I’m really worried for my teaching spirit”: professional agency, curriculum change and the primary arts specialist teacher

Cited by 6 publications

References 38 publications

Teacher Agency and Futures Thinking

Teacher Agency and Futures Thinking

“It makes you feel a little bit freer”: Committing to creativity: A hermeneutic phenomenological study of a primary teacher’s use of drama with additional language learners.

Faglege identitetsforhandlingar i ein fleirstemmig norsklærarrøyndom

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