Teacher agency and dialogic feedback: Using classroom data for practitioner inquiry

Teachers’ agency: Do their values make a difference?

“…Researchers acknowledge the importance of individual beliefs, knowledge, skills and values in the manifestation of agency (e.g. Biesta et al ., ; Charteris & Smardon, ; Lai et al ., ; Tao & Gao, ). Some argue that the personal characteristics of teachers, including beliefs or attitudes, strongly influence how and the extent to which they enact professional agency (e.g.…”

“…Researchers Smardon, 2015;Lai et al, 2016;Tao & Gao, 2017). Some argue that the personal characteristics of teachers, including beliefs or attitudes, strongly influence how and the extent to which they enact professional agency (e.g.…”

“…If we want to study teacher agency, we need to understand how it is resourced. Like Charteris and Smardon (2015), we claim that it is important to consider how psychological views and personal capacity interact with the achievement of agency. Our study contributes to the research on agency by highlighting the role of personal values.…”

Policy Enactment and Leader Agency

“…In this position, Principals are expected to "'make things happen' as conduits for the implementation of government-driven reform, or more autonomously seeking to set the direction for [schooling] improvement and responding to independent change agendas" (Wallace, O'Reilly, Morris, & Deem, 2011, p. 66). Although agency has been well theorised (Archer, 2010;Biesta et al, 2017;Charteris & Smardon, 2017), little has been written about teacher agency (Biesta et al, 2017;Charteris & Smardon, 2015) and even less about the agency of Principals (Riveros et al, 2017;Wenner & Settlage, 2015). We conceptualise agency as the interplay of discursive, social and material influences that shape, and are in turn, shaped by school leaders.…”

Building a Negotiation Mechanism in EFL Classroom in Chinese Context: Concepts and Strategies

“…In doing so, teachers' agency becomes essential. The so called agency is integral to teachers' capacity to reflect on and take action in their practice (Charteris & Smardon, 2015). It is easy to find that the interactive negotiable model is beneficial for both the teacher and students in that not only the communication but also the feedback is timely and negotiable.…”