Teacher leadership and the advancement of teacher agency

Allen, Linda Quinn

doi:10.1111/flan.12311

Cited by 23 publications

(50 citation statements)

References 14 publications

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“…The obligations of a professional teacher as mandated in the law should be interpreted as a commitment to raise teacher's awareness to carry out strategic duties and roles of teachers in realizing this nation into a dignified one through continuous development of the quality of education as teacher leadership (Allen, 2018) and provide formative feedback using student ratings of teaching acts (Chokchai & Pupat, 2018).…”

Section: Resultsmentioning

confidence: 99%

Effectiveness of Pedagogical Competence: A Development Model through Association of Biology Teachers’ Forum

Anif

Sutama

Prayitno

et al. 2019

JPII

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The results of teacher competency test performed by the Centre of Human Resource Development on Education and Education Quality Assurance have indicated less effectiveness of a certification program. A regional subject teacher association called MGMP (Musyawarah Guru Mata Pelajaran) board, is also known as a forum of all subject teachers with a strategic role in increasing teachers' professionalism in carrying out their duties as professional teachers. The main objectives of the study were to describe the mechanism of pedagogical competence development activities for biology teachers in a post-certification program through MGMP forum and to identify the characteristics of the activities of biology MGMP. The research method was of survey type and the data collection instruments were a list of questions, polling, and a questionnaire. The respondents included the head of educational quality assurance agency or LPMP (Lembaga Penjamin Mutu Pendidikan) Central Java, education officers of Surakarta, principals, biology MGMP board, as well as biology teachers, selected through purposive sampling method. The results of this study revealed that the mechanisms and the procedures of activities to develop the pedagogical competence of biology teachers in the post-certification program in Surakarta through MGMP were: MKKS (Musyawarah Kerja Kepala Sekolah) or association of school principles networking initiate coordination with district education office, biology MGMP conducts a gathering to devise programs and activities for a year with guidance from supervisor and MGMP board, MKKS or coordinators of MGMP authorize devised programs and activities, implementation of needs-based activities, determination of resource persons, and evaluation to obtain feedback for programs and activities of subsequent years. Furthermore, characteristics of activities based on the priority were: review of Graduate Competency Standard (GCS); preparation of final exam exercises and national exam try-out, and analysis of previous national exam; preparation of student worksheets, preparation of modules, preparation of lesson plan (LP), comprehension of learning materials, enrichment of laboratory materials; workshop of classroom action research (CAR), and preparation of incidental materials. The outcomes produced by biology teachers after carrying out the activities were: final exam exercise, national exam try-out and GCS, syllabus and lesson plan, learning methods and appraisal instruments, CAR proposal, as well as modules/teaching materials/props. The constraints encountered in the implementation of the activities were: funding issues, unstructured and discontinuous programs, complexity of providing resource persons, absence of guidance and supervision, and lack of teacher's awareness. Meanwhile, several solutions to overcome the constraints in order to support the effectiveness of the activities were: comprehension of biology learning materials, enrichment of laboratory materials, collaboration with universities, CAR follow-up, more structured and c...

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Section: Resultsmentioning

confidence: 99%

Effectiveness of Pedagogical Competence: A Development Model through Association of Biology Teachers’ Forum

Anif

Sutama

Prayitno

et al. 2019

JPII

View full text Add to dashboard Cite

show abstract

“…Teacher agency is much more than coping with difficult situations. Agency requires a development-oriented mind structure (Allen, 2018). Pedagogical competence and expertise are also needed to make positive changes in students' lives (Anwaruddin, 2017).…”

Section: Emergence Of the Term And Definitionsmentioning

confidence: 99%

“…This study dwells on teacher agency concept on which great emphasis has been paid in the international literature and respected journals published special issues but which was ignored in Turkey until a few years ago. Teacher agency is a basic and indispensable part of identity formation and development (Allen, 2018;Parkison, 2008;Tao & Gao, 2017). In the current study, the emergence of the concept, definitions and theoretical bases, characteristics of agentic teachers, related study areas and studies carried out on this topic in Turkey are put forth.…”

Section: Introductionmentioning

confidence: 99%

A New Concept in Teacher Identıty Research: Teacher Agency

Erdem

2020

Adıyaman Üniversitesi Eğitim Bilimleri Dergisi

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Teacher agency, considered as an element of teacher identity, has become a concept upon which studies have elaborated recently. However, academic research studies on this concept carried out in Turkey is highly limited. Indeed, there is not a consensus even on the Turkish equivalent of the concept. In this study, in which "öğretmen etkenliği" is adopted, the issues of Turkish meaning of teacher agency, its relation with teacher identity, emergence of the concept and its definitions, its theoretical foundations, characteristics of agentic teachers, related areas of research such as educational changes and professional development, and research studies on teacher agency carried out in Turkey are elaborated on based on an extensive literature review. In addition, in the conclusion, how teacher agency can be developed is discussed in the contexts of arrangement of teachers" work contexts, in service training and pre-service teacher education. With this study, it is aimed to offer a comprehensive source about teacher agency in Turkish to form a basis for future studies to be carried out in Turkey.

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“…While the shortage of qualified teachers represents another potential obstacle to building any viable elementary language programs, this obstacle can be even more serious for immersion programs because the level of language proficiency required of their teachers is often higher than for nonimmersion programs. This problem is further exacerbated by the fact that across the nation and even around the world, teacher education programs cannot produce enough teachers to keep up with the demand (see Allen [2018] and Swanson & Mason [2018]). Thus, many state-funded DLI programs have looked abroad to find a regular stream of well-trained professionals.…”

Section: Feasibility Of Financial and Human Resourcesmentioning

confidence: 99%

Language education in elementary schools: Meeting the needs of the nation

Rubio

2018

Foreign Language Annals

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This article briefly reviews the social, political, and economic context that explains the present status of elementary language education in the United States and addresses the challenges identified by recent reports on the state of language education in the United States. Different curricular models of world language education—exploratory, sequential, and immersion—are discussed in regard to their ability to meet the need, expressed by the profession, to provide universal access to language education and produce graduates who have advanced levels of language proficiency. The article argues that in order to be successful, elementary programs have to be built with support and input from a variety of stakeholders, with careful consideration of the financial and human resources needed and with long‐term articulation plans. A state‐supported immersion program is used to illustrate how the integration of all these factors can lead to successful and scalable programs.

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Teacher leadership and the advancement of teacher agency

Cited by 23 publications

References 14 publications

Effectiveness of Pedagogical Competence: A Development Model through Association of Biology Teachers’ Forum

Effectiveness of Pedagogical Competence: A Development Model through Association of Biology Teachers’ Forum

A New Concept in Teacher Identıty Research: Teacher Agency

Language education in elementary schools: Meeting the needs of the nation

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