The Potential of Communities of Practice as Contexts for the Development of Agentic Teacher Leaders: A Three-Year Narrative of One Early Childhood Teacher's Journey

Caudle, Lori A.; Moran, Mary Jane; Hobbs, Melody

doi:10.1080/01626620.2013.850124

Cited by 14 publications

(5 citation statements)

References 18 publications

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“…A case study is a type of research approach and empirical investigation that analyzes phenomena in their natural setting (Yin, 2009). Data collection procedures were developed to address research questions that drew on the theoretical frameworks of situated teacher learning, identity development, and socio-constructivist views of learning (Beijaard et al, 2004) within communities of practice (Caudle, Moran, & Hobbs, 2014;Wenger, 1998).…”

Section: Methodsmentioning

confidence: 99%

Investigating Identity Construction Processes of Pre-Service English Language Teachers in a Turkish Context: A Pilot Study

Buğra,

Akçayoğlu

2023

Proceedings of the 7th International Conference on Research in Teaching and Education

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It is known that teacher candidates have gone through a long journey to develop a teacher identity. In this journey, there can be lots of issues that affect their identity development personally and professionally such as their experiences as a student during their education, the theoretical and practical knowledge they acquired during their studies in teacher education programs and their teaching practices in the field during practicum. However, there is a limited body of research about this issue in Türkiye. With all these in mind, a pilot study was carried out as part of a PhD thesis to investigate the identity construction processes of pre-service English Language Teaching (ELT) teachers in a Turkish context. The participants were chosen from the ELT Department at Çukurova University during the 2020-2021 academic year. There were 4 volunteer pre-service ELT teachers in the study. The study was based on a qualitative approach and it was designed as a case study. For reliability and validity, various instruments were used. An open-ended questionnaire, a reflection form and a semi-structured interview were used as data collection tools. The gathered data have been analysed, compared, and presented based on content analysis procedures. The results indicate that there is a strong relationship between participants' individual learning experiences during their prior educational life and their teacher identity construction. Although the teacher education program plays an important role in the identity construction of pre-service teachers, many other issues affect teacher identity construction processes such as role models, motives, perceptions, expectations, etc.

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Section: Methodsmentioning

confidence: 99%

Investigating Identity Construction Processes of Pre-Service English Language Teachers in a Turkish Context: A Pilot Study

Buğra,

Akçayoğlu

2023

Proceedings of the 7th International Conference on Research in Teaching and Education

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“…This is especially pertinent in ECEC services, where educators are encouraged to work collaboratively (Irvine & Price, 2014). Research in ECEC services suggests that learning is a social process, and that best practice can be achieved with collegiality, critical reflection and shared decision-making (Caudle, Moran, & Hobbs, 2014; Irvine & Price, 2014). These notions of individual self-efficacy and collective efficacy remain unexplored in the literature relating to ECEC educators’ mandatory reporting of child abuse and neglect.…”

Section: Methodsmentioning

confidence: 99%

Factors influencing early childhood education and care educators’ reporting of child abuse and neglect

Ayling

Walsh

Williams

2019

Australasian Journal of Early Childhood

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Mandatory reporting of child abuse and neglect is a complex yet essential responsibility tasked to many professional groups working with children, including the early childhood education and care (ECEC) workforce. This paper provides a narrative review synthesising the empirical literature on factors influencing ECEC educators’ reporting of child abuse and neglect, including knowledge and training, attitudes, thresholds for reporting, work experience and context, inter-organisational co-operation and self-efficacy. These factors can act as barriers and facilitators to effective reporting practice and are likely to interact in dynamic yet modifiable ways. Findings from the review may be useful for informing future education and training initiatives for the ECEC workforce. Further research is warranted in this area.

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“…Agentic teachers have the capacity to act intentionally, to support students' autonomy and agency, and to make things happen within a space of possibilities and constraints on action (Caudle et al, 2014;Kangas et al, 2018). They can make intentional choices and action plans, design appropriate directions for children, and further motivate and regulate the execution of those plans and actions (Bandura, 2006;Melasalmi and Husu, 2019).…”

Section: Teacher Agencymentioning

confidence: 99%

Agentic playful pre-service teachers: positionings from teacher-initiated playful teacher to community-shared playful teacher

Melasalmi¹,

Siklander²,

Kangas³

et al. 2023

Front. Educ.

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Play and playfulness are understood as basic and vital elements of early childhood education (ECE), and together with playful pedagogies, they perform a central role in Finnish ECE. In multidisciplinary research, children’s learning is generally understood through the inquiring process of play. However, playfulness, as opposed to play, has received relatively little scholarly attention, and educators’ use of playfulness has received even less. Playfulness is a vital part of life for both adults and children. At the same time, teachers’ behavior can influence the playfulness of a child; moreover, teachers’ own playfulness is critical for establishing warm and secure relationships with children. As such, the aim of this research was to explore pre-service teachers’ (PsTs’) understanding of agentic playfulness, particularly in the ECE context. Study participants included 159 PsTs; study data were gathered from PsTs’ written reflections regarding the use of playfulness in their future work. The results of qualitative analyses showed that the PsTs’ agentic playfulness mirrored a relational and tensious space consisting of three domains: teacher-initiated agentic playfulness, child-centered agentic playfulness, and community-shared agentic playfulness. Each domain revealed dimensions of the nature of PsTs’ orientation of their agentic playfulness. The results are discussed in relation to pedagogization of play, relational pedagogy community of learners, and teacher education supporting and developing future ECE teachers’ agentic playfulness.

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The Potential of Communities of Practice as Contexts for the Development of Agentic Teacher Leaders: A Three-Year Narrative of One Early Childhood Teacher's Journey

Cited by 14 publications

References 18 publications

Investigating Identity Construction Processes of Pre-Service English Language Teachers in a Turkish Context: A Pilot Study

Investigating Identity Construction Processes of Pre-Service English Language Teachers in a Turkish Context: A Pilot Study

Factors influencing early childhood education and care educators’ reporting of child abuse and neglect

Agentic playful pre-service teachers: positionings from teacher-initiated playful teacher to community-shared playful teacher

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