Team teaching in large spaces: three case studies framed by relational agency

Prain, Vaughan; Emery, Sherridan; Thomas, Damon; Lovejoy, Valerie; Farrelly, Cathleen; Baxter, Lindy P.; Blake, Damian; Deed, Craig; Edwards, Marie-Christina; Fingland, Doug; Mooney, Amanda; Muir, Tracey; Swabey, Karen; Tytler, Russell; Workman, Emma; Daniel-Zitzlaff, Tina; Henriksen, Joanne

doi:10.1080/10476210.2020.1868423

Cited by 2 publications

(5 citation statements)

References 22 publications

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“…Collectively, these studies have demonstrated that the existing research mainly focuses on teacher collaboration within the professional learning communities where the strategic use of the relational resources facilitated the enhancement of collective and relational teacher agency (Tao et al, 2020;Chang et al, 2021;Prain et al, 2021). However, few studies have explicitly explored the possible links between relational resources and relational agency extended from professional communities inclusive of teachers' life world and all-round social experiences .…”

Section: Personal Network Perspectivementioning

confidence: 99%

“…As teacher agency often occurs through interactive positionings and social interactions depending upon others, it is relational in nature and sometimes shared (e.g., Edwards, 2005;Kayi-Aydar, 2015;Leijen et al, 2020;Molla and Nolan, 2020), prompting researchers to examine how relational agency works in university teachers' professional development especially in regard to enhancing their research capacity. The majority of the existing literature focused mainly on teachers' professional communities (e.g., Chang et al, 2021;Prain et al, 2021). For example, Tao et al (2020) investigated eight university LOTE (Languages other than English) teachers' collective agency and relational knowledge development in a multilingual research center.…”

Section: Introductionmentioning

confidence: 99%

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Teaching and Learning Chinese as a Foreign or Second Language: The Educational Psychology Perspective

2024

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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Section: Personal Network Perspectivementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teaching and Learning Chinese as a Foreign or Second Language: The Educational Psychology Perspective

2024

Frontiers Research Topics

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“…Collectively, these studies have demonstrated that the existing research mainly focuses on teacher collaboration within the professional learning communities where the strategic use of the relational resources facilitated the enhancement of collective and relational teacher agency ( Tao et al, 2020 ; Chang et al, 2021 ; Prain et al, 2021 ). However, few studies have explicitly explored the possible links between relational resources and relational agency extended from professional communities inclusive of teachers’ life world and all-round social experiences ( Priestley et al, 2015 ).…”

Section: Personal Network Perspectivementioning

confidence: 99%

“…The majority of the existing literature focused mainly on teachers’ professional communities (e.g., Wang et al, 2017 ; Chang et al, 2021 ; Prain et al, 2021 ). For example, Tao et al (2020) investigated eight university LOTE (Languages other than English) teachers’ collective agency and relational knowledge development in a multilingual research center.…”

Section: Introductionmentioning

confidence: 99%

“…For example, Tao et al (2020) investigated eight university LOTE (Languages other than English) teachers’ collective agency and relational knowledge development in a multilingual research center. Prain et al (2021) examined three cases of team teaching and explored the nature of teacher collaboration through strategic use of relational resources. Teachers may develop relationships within and beyond their immediate social and professional milieu ( Edwards, 2011 ), and language teacher agency is perceived as an iterative, dynamic, complex and emergent process ( Gao, 2019 ) as well as spatially and temporally sensitive ( Kayi-Aydar et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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Relational Agency of University Teachers of Chinese as a Second Language: A Personal Network Perspective

Yang

Gao

2022

Front. Psychol.

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Relational agency is pivotal for understanding how language teachers seek and utilize relational resources in different contexts and grow to be agents of change amid various educational challenges. This study explored how three university teachers of Chinese as a second language (CSL) enacted their relational agency to enhance their research capacity and sustain their professional development. Data on their personal network development was collected through concentric circle interviews, life-history interviews and written reflections over three months. Thematic analysis was adopted for iterative coding and interpretation of the data. The findings revealed that teachers’ personal networks provided them with value guidance, emotional support and academic support, which exerted differential levels of impact on them to make agentic choices and actions. The study suggests that personal network analysis may serve as a suitable theoretical lens to achieve a multi-layered understanding of relational agency. The study also calls for more efforts to create learning opportunities and spaces in the relational context for teachers to build their career as agentic academics in language teacher education and development programs.

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Team teaching in large spaces: three case studies framed by relational agency

Cited by 2 publications

References 22 publications

Teaching and Learning Chinese as a Foreign or Second Language: The Educational Psychology Perspective

Teaching and Learning Chinese as a Foreign or Second Language: The Educational Psychology Perspective

Relational Agency of University Teachers of Chinese as a Second Language: A Personal Network Perspective

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