The significance of critical incidents and voice to identity and agency

Sisson, Jamie Huff

doi:10.1080/13540602.2016.1158956

Cited by 41 publications

(29 citation statements)

References 21 publications

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“…Evans emphasises the role of internal frames of reference and our own external actions. Other authors have highlighted the role that our own life histories and context play in shaping our agency and identity (Sisson, ). While each of these ‘takes’ on agency arguably provides important insights into the role of agency in various aspects of our lives and development, it is the life course conceptualisation of agency that is the focus of this paper that draws on data gathered as part of a qualitative life course study of education and care.…”

Section: Introductionmentioning

confidence: 99%

The Role of Agency in Shaping the Educational Journeys of Care‐experienced Adults: Insights from a Life Course Study of Education and Care

Brady

Gilligan

2019

Children & Society

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Research examining the low educational attainment of children in care and care leavers tends to underuse social theory (Berridge, 2007). To contribute to addressing this gap, we use life course theory to explore the role of agency in shaping the educational pathways of 18 Irish adults (aged 24-36 years) with care experience. Findings suggest that agency is a valuable conceptual tool for examining the nuance and complexity of how individual actions shape the education of care-experienced adults throughout the life course and interact with contextual and structural factors over time.

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Section: Introductionmentioning

confidence: 99%

The Role of Agency in Shaping the Educational Journeys of Care‐experienced Adults: Insights from a Life Course Study of Education and Care

Brady

Gilligan

2019

Children & Society

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“…Similar to previous studies (Nichols, Schutz, Rodger, & Bilica, 2017;Pillen et al, 2013), this study also found that many novice teachers were often challenged by classroom management problems. In line with the findings of Alsup (2006Alsup ( , 2019, Cohen (2010), Meristo et al (2013) and Sisson (2016), it transpired that when they were able to transform a challenging situation into a positive outcome as in the above cases of Danuta, Aylin, and Sezen, they felt successful and defined the process as "steps on the way to become a teacher". In contrast, being unable to cope with the challenges was often related to the conflict of roles and disconnections between their too much focus on the theory at pre-service level and their real experiences at present (Cohen, 2010).…”

Section: Discussionmentioning

confidence: 72%

Section: Data Collection Procedures and Analysismentioning

confidence: 99%

“…The data came from two sources: critical incidents of the novice teachers and online and/or oral semi-structured interviews in English with these teachers. Using critical incidents helped us understand how the novice teachers made sense of their initial years of teaching in their local contexts (Coldron & Smith, 1999;Orland-Barak & Maskit, 2011;Sisson, 2016). Defined as any unanticipated, meaningful and vividly remembered event that occurs during or outside the class (Tripp, 1993), critical incidents are considered vital in teachers' reflective practices (Farrell, 2012).…”

Section: Data Collection Procedures and Analysismentioning

confidence: 99%

“…24-25). By linking teachers' past experiences to their present conditions, critical incidents are also used to understand how teachers make sense of who they are and how they relate to others (Coldron & Smith, 1999;Sisson, 2016). Therefore, teachers' social experiences of the time and environment in which they live can be successfully explored through critical incidents.…”

Section: Data Collection Procedures and Analysismentioning

confidence: 99%

See 2 more Smart Citations

The Early Years of Teaching: A Cross-Cultural Study of Turkish and Polish Novice English Teachers

Güngör¹,

Akcan²,

Werbińska³

et al. 2019

Eurasian Journal of Applied Linguistics

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Given the importance of novice teacher experiences and their long-term effects in the field, this crosscultural exploratory study investigates the challenges of 34 novice Turkish and Polish English teachers and how they develop their professional understanding in the early years of teaching. The participants were non-native novice English teachers working with K-12 learners in culturally, socially, economically and historically diverse regions of Turkey and Poland. The data collected simultaneously in both countries in the spring term of the 2016-17 academic year were generated from two sources: a) critical incidents of the novice teachers, and b) online and/or oral interviews with these teachers, followed by comprehensive cyclical data analysis. The challenges related to pedagogical and sociocultural factors influenced the way the teachers teach in their contexts. The findings suggest that creating interactive and reflective learning contexts for novice teachers will help them better adapt to their new school settings and develop professionally.

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Teachers’ voice behavior—Principal leadership‐driven or teacher self‐driven? Evidence from Taiwan

Hsieh,

Gunawan,

et al. 2024

Psychology in the Schools

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This study aims to explore whether teachers’ voice behavior is triggered by the leadership of the principal or the teachers themselves. Two conceptual frameworks are proposed to guide this research. In addition, the current study analyzes separately two dimensions of teachers’ voice behavior, namely, promotive voice and prohibitive voice. Data collected from 884 teachers in Taiwan were analyzed to test the moderated mediation model. Results of the first conceptual framework revealed that under identity leadership, teacher agency moderated significantly the relationship of psychological empowerment with prohibitive voice, but not significantly with promotive voice. Findings of the second conceptual framework confirmed that under teacher agency, identity leadership did not significantly moderate the relationships of psychological empowerment with promotive voice and prohibitive voice. Most important, this study discovered that teacher agency is the main trigger for teachers exhibiting promotive and prohibitive voice behaviors. Finally, implications and limitations of this study are presented.

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The significance of critical incidents and voice to identity and agency

Cited by 41 publications

References 21 publications

The Role of Agency in Shaping the Educational Journeys of Care‐experienced Adults: Insights from a Life Course Study of Education and Care

The Role of Agency in Shaping the Educational Journeys of Care‐experienced Adults: Insights from a Life Course Study of Education and Care

The Early Years of Teaching: A Cross-Cultural Study of Turkish and Polish Novice English Teachers

Teachers’ voice behavior—Principal leadership‐driven or teacher self‐driven? Evidence from Taiwan

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