Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers

Kayi‐Aydar, Hayriye

doi:10.1016/j.tate.2014.09.009

Cited by 224 publications

(149 citation statements)

References 28 publications

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“…Kayi-Aydar, 2015;Lipponen & Kumpulainen, 2011). This paper encriches these views, highlighting the notion that professional agency is related to both individual resources (e.g.…”

mentioning

confidence: 74%

“…A teacher's professional identity encompasses the individual's current professional interests, views on teaching and on the students' learning, and future prospects (Beijaard, Meijer & Verloop, 2004;Lasky, 2005;Sutherland, Howard & Markauskaite, 2010;van Veen & Sleegers, 2009). The connection between professional identity, agency, and change emerges from the fact that educational change often requires the renegotiation of professional identity, in which process professional agency emerges as salient (Beijaard et al, 2004;Day et al, 2006;Kayi-Aydar, 2015). This implies that it will be necessary to investigate various forms of professional agency in seeking to understand how professional identities are negotiated.…”

Section: Professional Agency Amid Changementioning

confidence: 99%

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

Vähäsantanen

2015

Teaching and Teacher Education

292

213

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“…Kayi-Aydar, 2015;Lipponen & Kumpulainen, 2011). This paper encriches these views, highlighting the notion that professional agency is related to both individual resources (e.g.…”

mentioning

confidence: 74%

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

292

213

View full text Add to dashboard Cite

“…Diva also showed resourcefulness in managing a notoriously difficult class. Concerning Bruno, despite his low-agency marking (in view of Bamberg, 2012;Kayi-Aydar, 2015), he exercised his agency as a student-teacher who both encouraged his students to speak in his class, as well as to be successful in life, and idealized the teaching profession.…”

Section: Resultsmentioning

confidence: 99%

Unraveling Relatively Unclear Stories: A Narrative Analysis of Student-Teachers’ Identity Work

Mambu

2017

Indonesian J. Appl. Linguist

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Motivated by the need for more empirical evidence of Indonesian-based novice teachers' identity, this paper aims to uncover nonnative English-speaking student-teachers' identity work in their relatively unclear narratives of teaching practicum experiences. (Narrative) discourse analytical perspectives were used to examine two student-teachers' narratives that were elicited in individual interviews. An analysis of one female student-teacher's narrative suggests that digressive plottingat first glance-and the use of some cryptic, and sometimes idiosyncratic, expressions can be reconstructed by a discourse analyst such that the overall structure and message of the speaker's narrative is streamlined. A relatively unclear narrative was also produced by a male student-teacher. Different from the female student-teacher's detailed narrative with digressive plotting, the male student-teacher's plotting was underdeveloped. However, both student-teachers exercised their agency, though in different degrees, when framing their personal stories. This paper concludes with the notion that the narrative analysis makes more visible student-teachers' identity work in which they, with their sense of agency, overcame (inter)personal tensions or struggles narrated in stories which are not necessarily clear.

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“…In line with Kayi-Aydar [54], it is important to be aware of how and when teachers consider themselves powerless. When teachers are given the opportunity to be actively involved in decision making and problem solving in their school, they may feel less vulnerable and their professional identity may be less threatened [55].…”

Section: Implications For Practicementioning

confidence: 99%

Passing the Buck, or Thinking about Experience? Conditions for Professional Development among Teachers in a Norwegian Middle School

Ramvi¹

2017

JSS

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This paper uses psychoanalytic ideas to explore obstacles and conditions for learning from experience among teachers. In specific, this is about consequences of failure in relationships. A particular situation that happened during an ethnographic study in a middle school in Norway is used to get as close as possible to a teacher's feelings and perceptions of a frustrating situation. The situation is followed up to understand how the individual teacher tried to deal with the problem and how her colleagues and the school management tried to support and help her. Interpreting the situation to involve violation of all dimensions of the teacher's subjectivity (personal, professional and cultural), the problem seems to be too complex to deal with in the school organization. It seems as if teachers and leadership unconsciously avoid unbearable feelings, with the consequence that violation of the teachers is not recognised, and thus not possible to learn from. Problems were repeated rather than understood.

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Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers

Cited by 224 publications

References 28 publications

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

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

Unraveling Relatively Unclear Stories: A Narrative Analysis of Student-Teachers’ Identity Work

Passing the Buck, or Thinking about Experience? Conditions for Professional Development among Teachers in a Norwegian Middle School

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