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Impedovo, Maria Antonietta

doi:10.1007/978-3-030-71367-6_3

Cited by 1 publication

(2 citation statements)

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“…Teacher agency remains poorly conceptualized and under-theorized, despite growing recognition of its value in education settings ( Emirbayer and Mische, 1998 ; Priestley et al, 2015 ; Aspbury-Miyanishi, 2022 ). The lack of consensus is partly due to recognition that teacher agency is a complex multilevel construct, often considered in conjunction with other constructs such as identity and power ( Impedovo, 2021 ; Sherman and Teemant, 2021 ). Nevertheless, we take as a starting position Sherman and Teemant’s summary of agency as “action taken not accidentally, unknowingly, unwittingly or unwillingly” (2021, p. 5).…”

Section: Introductionmentioning

confidence: 99%

“…Nevertheless, we take as a starting position Sherman and Teemant’s summary of agency as “action taken not accidentally, unknowingly, unwittingly or unwillingly” (2021, p. 5). A recurring consideration of teacher’s agency has been the influence of the social context in which it is experienced, including factors such as available resources, relations with others ( Impedovo, 2021 ), policies, norms, language, and support structures ( Lasky, 2005 ), as well as relationships between teachers, their colleagues, pupils, and parents ( Pyhältö et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ emotions in the time of COVID: Thematic analysis of interview data reveals drivers of professional agency

Porter

Miles²,

Donaldson³

2022

Front. Psychol.

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PurposeWe explored two complex phenomena associated with effective education. First, teachers’ professional agency, the volitional actions they take in response to perceived opportunities, was examined to consider individual differences in its enactment. Second, “strong” emotions have been proposed as important in teaching and learning, and we wished to clarify which basic emotions might be involved, besides curiosity, which is a known emotional factor in engagement in teaching. We also explored how agency and basic emotions might be related.ApproachThirteen teachers working in Scottish secondary schools were interviewed at the start of the covid pandemic in 2020 to discuss relevant feelings, thoughts and actions arising from unprecedented changes in their lives and professional practices. Thematic analysis was used to identify aspects of agentic behavior and basic emotions expressed.FindingsTeacher agency was expressed through adaptability, collective agency, constrained agency, and non-action. Four basic emotion percepts were identified, which we label as “CARE”, “CURIOSITY”, “COOPERATION”, and “CHALLENGE”.OriginalityWe extend the definition of agency to include volitional non-action as a response to opportunity. In contrast to prior research emphasizing emotions as an outcome of volitional behavior, we explore emotions preceding agency. We develop four theoretical propositions related to teacher emotions. (1) Four emotion percepts substantially influence teachers’ voluntary motivated behavior. (2) The amount and proportion of emotions experienced varies between individual teachers. (3) The four percepts are experienced concurrently or in rapid succession in engaged teaching contexts. (4) Professional experience and specific situational factors also influence teachers’ behavioral choices. For future consideration, we suggest that awareness of emotion percepts may encourage both teachers’ engagement and their professional agency for the benefit of their pedagogical practice and outcomes for their students.

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