Reform as ongoing positioning process: the positioning of a teacher in the context of reform

Luttenberg, Johan; Imants, J.G.M.; Veen, Klaas van

doi:10.1080/13540602.2012.754161

Cited by 21 publications

(18 citation statements)

References 24 publications

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“…These results show that the domains of reflection distinguished are used in relation to education in general (Coldron and Smith 1999), in relation to important phases in the professional development of teachers (Luttenberg, Imants, and van Veen 2013) and in relation to difficult situations which require the decision of teachers (Luttenberg, Hermans, and Bergen 2004;Luttenberg and Bergen 2008). In fact, the results of these studies are similar to those of this study in which we focus on teachers doing action research.…”

Section: Conclusion and Discussionsupporting

confidence: 79%

“…Finally, knowledge involves the body of specialized knowledge that professionals have and use. The four domains of reflection also seem to cover the domains of reflection that teachers use for making difficult decisions in education (for example, Luttenberg and Bergen 2008;Luttenberg, Imants, and van Veen 2013).…”

Section: Framework Of Reflection As Complex Systemmentioning

confidence: 99%

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Exploring scientific, artistic, moral and technical reflection in teacher action research

Luttenberg

Oolbekkink-Marchand

Meijer

2017

Educational Action Research

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Reflection in action research is a complicated matter because of the many domains of reflection and most significantly, the lack of understanding of these domains of reflection in action research and how these are supported. In this paper, we propose a framework based on four domains of reflection, namely, scientific, artistic, moral and technical reflection. We describe an initial attempt to use this framework in relation to the actual practice of teacher reflection in action research and show that the framework allowed us to map the various domains of reflection that teachers use in relation to their action research. This helped us to gain insight into the differences and the course of reflection in action research. We discuss how the framework -through orientation, differentiation and deepeningmight provide support for reflection in action research.

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Section: Conclusion and Discussionsupporting

confidence: 79%

Section: Framework Of Reflection As Complex Systemmentioning

confidence: 99%

Exploring scientific, artistic, moral and technical reflection in teacher action research

Luttenberg

Oolbekkink-Marchand

Meijer

2017

Educational Action Research

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“…Central to the individual agency is a capacity to exercise control over one's motivation and action -a distinctive human characteristic (Bandura, 1989). Teachers can affect change in themselves and in their situations because their judgments and actions are partly self-determined (Day, Sammons, Stobart, Kington, & Gu, 2007;Luttenberg, Imants, & van Veen, 2013). Teachers' efficacy beliefs are likely to be a necessary condition, although not a guaranty, for their acting as agents of social justice.…”

Section: Teachers and Teaching: Theory And Practice 767mentioning

confidence: 97%

A model for study of teacher agency for social justice

Pantić

2015

Teachers and Teaching

142

148

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Internationally teachers are called upon to act as agents of change. However, there is little clarity about the kind of change teachers are expected to contribute to and even less empirical evidence about the ways teacher agency operates in schools and beyond. Empirical analyses of teacher agency require a clear articulation of the purpose and content of such agency in relation to a particular aspect of change, which could then help us specify appropriate units of analysis and generate hypotheses based on the insights provided by previous research. This paper articulates a model for study of teacher agency as a process whereby teachers act strategically to transform the risks of exclusion and underachievement into inclusion and improved outcomes for all students in contexts of cultural and social diversity. The model is guided by social theories of human agency within social structures and cultures, applied to the empirical insights into teachers' inclusive practices. Potentially appropriate units of analysis and related variables are proposed, and face-validated in consultation with 12 experts from Scotland including teachers, (deputy) head teachers, researchers, teacher educators and policy-makers. The units include teachers' inclusive practices at individual, school and broader policy and social levels, teachers' moral purposes and competence as agents of change for inclusive education, scope of teachers' autonomy including individual, collective and contextual variables, and teachers' reflexivity. Implications for future research and teacher education are discussed.

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“…in terms of (i) taking a position (i.e. a mental stance) towards the reform (Imants, Wubbels & Vermunt, 2013;Luttenberg, Imants & van Veen, 2013b), and (ii) engaging with the reform, referring to practical activities undertaken during the enacting of the reform (Ballet & Kelchtermans, 2008;März & Kelchtermans, 2013). Since teachers are often the people most directly involved in implementing educational reforms, if we are to understand the complexity and the success of changes we must examine how teachers become involved in these two aspects via conscious stances and deliberate activities.…”

Section: Professional Agency Amid Changementioning

confidence: 99%

Professional agency in the stream of change: Understanding educational change and teachers' professional identities

Vähäsantanen

2015

Teaching and Teacher Education

293

213

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Reform as ongoing positioning process: the positioning of a teacher in the context of reform

Cited by 21 publications

References 24 publications

Exploring scientific, artistic, moral and technical reflection in teacher action research

Exploring scientific, artistic, moral and technical reflection in teacher action research

A model for study of teacher agency for social justice

Professional agency in the stream of change: Understanding educational change and teachers' professional identities

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