Recognising and realising teachers’ professional agency

Edwards, Anne

doi:10.1080/13540602.2015.1044333

Cited by 122 publications

(86 citation statements)

References 5 publications

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“…I alle tilfellene snakker vi om tolkninger av virkeligheten, enten det dreier seg om det utnyttede eller det erfarte handlingsrommet. Opplevelsen av handlingsrom blir påvirket av strukturelle, kulturelle og materielle faktorer som ligger utenfor individets kontroll (Erimbayer & Mische, 1998;Biesta et al, 2015;Edwards, 2015) slik det skjer i disse tilfellene.…”

Section: Diskusjonunclassified

«Det handler om å finne sin egen form» Læreres profesjonelle handlingsrom - hvordan det blir forstått og utnyttet

Helleve¹,

Ulvik²,

Smith³

2018

ADNO

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Section: Diskusjonunclassified

«Det handler om å finne sin egen form» Læreres profesjonelle handlingsrom - hvordan det blir forstått og utnyttet

Helleve¹,

Ulvik²,

Smith³

2018

ADNO

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“…(Vygotsky, 1999, 263) So agonism in development is a necessary struggle in the unity of our nature and it is in this sense that we should interpret its dramas, however negativistic. Another way of understanding this is in relation to the struggle for agency as responsibility for self (Edwards, 2015;Taylor, 1985). It would be contrary to Vygotsky's view that negativistic behaviour lives in some interior, detached and disembodied mentality, out of reach and shut off from the 'real world', when it happens in real time and situation for a person whose drama is developmental in the sense of formative selfdetermination of agency, subjectivisation and socialisation.…”

Section: An Overview Of Negativism In Vygotsky's Writingsmentioning

confidence: 99%

“…Adolescents and young people today seem very aware of this social reality. Crises may run along different routes; not all neoformations are necessarily constructive with a positive regard, but they are shifts in one's sense of oneself as a social being and of one's agency -one's power to be different from what one was and to be responsible for who one is among others (Edwards, 2015;Taylor, 1985).…”

Section: An Overview Of Negativism In Vygotsky's Writingsmentioning

confidence: 99%

Understanding and responding to negativism in schooling: the potential of the ‘double move’

Reed

2017

Learning, Culture and Social Interaction

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Reed, M. (2017). Understanding and responding to negativism in schooling: the potential of the 'double move'. Learning, Culture and Social Interaction, 12, 63-77. DOI: 10.1016/j.lcsi.2016.10 University of Bristol -Explore Bristol Research General rightsThis document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/pure/about/ebr-terms 1 Understanding and responding to negativism in schooling: the potential of the 'double move'. Malcolm Reed University of Bristol, UK AbstractThis essay considers the significance of negativism in classroom activity and its potential to provoke us to pay attention to the situation it expresses. Negativism is explored as a function of behaviour in cultural-historical theorisation of children's development, drawing on Vygotsky's work in child psychology. The relationship in post-Vygotskian research between negativism, crisis, the social situation of development and activity setting is reviewed. Positioning and agonistic struggles in the drama of development are explored. Hedegaard's practice of the 'double move' is elaborated, with alternative yet sympathetic moves considered in conclusion for pedagogic practice in response to negativism.

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“…The identity of a teacher can be traced through the 'recursive relationships' that the teacher has as an agentic actor with his/her situation, as well as through the effects of and the responses towards these actions (Edwards, 2015). This also parallels Tao and Gao's (2017) study, whereby agency is driven by the commitment a teacher has towards his/her profession, thus developing a sense of self, the identity of a 'teacher' and what it espouses will also inform agentic choices and actions.…”

Section: Conflict and Agency: Insights Into Non-local Teacher Identitymentioning

confidence: 99%

Examining Narratives of Conflict and Agency : Insights into Non-Local English Teacher Identity

Loo¹,

Trakulkasemsuk²,

Zilli³

2017

The Journal of AsiaTEFL

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This study examines teacher identity through conflicts and agency emergent from the narratives of five non-local English teachers working in Bangkok, Thailand. The examination of conflict and agency to gauge one's identity is suitable as these constructs are interdependent. Using a sociocultural approach, the study examined meaning and word choices found in the participants' narratives. The findings indicated that participants encountered conflicts with different social entities such as their employers' expectations, circumstances of their students, and interference from other stakeholders. The ways in which these conflicts were addressed depended on the workplaces of the participants, wherein those whose workplace had stronger social suggestion resorted to a resolved acceptance of difference, while participants whose workplace had weaker social suggestion enacted agency by modifying pedagogy or teaching content, or opposing the school administration. It was found that these agentic actions were carried out based on the notion of inclusivity and social justice. From these findings, the multifaceted identity of non-local English teachers was not only determined by their culture or country of origin but also by their work context. This study calls for further examination of international school settings, as well as the professional growth of non-local English teachers in such contexts.

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Recognising and realising teachers’ professional agency

Cited by 122 publications

References 5 publications

«Det handler om å finne sin egen form» Læreres profesjonelle handlingsrom - hvordan det blir forstått og utnyttet

«Det handler om å finne sin egen form» Læreres profesjonelle handlingsrom - hvordan det blir forstått og utnyttet

Understanding and responding to negativism in schooling: the potential of the ‘double move’

Examining Narratives of Conflict and Agency : Insights into Non-Local English Teacher Identity

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