Peer reviewed
Direct linkERIC Number: EJ1366122
Record Type: Journal
Publication Date: 2022
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1354-0602
EISSN: EISSN-1470-1278
Available Date: N/A
Teacher Agency in Collaborative Lesson Planning: Stabilising or Transforming Professional Practice?
Teachers and Teaching: Theory and Practice, v28 n5 p555-567 2022
The article explores how space for professional agency is structured and used by teachers in collaborative professional development. Taking an ecological perspective on teacher agency and using a case study of with multiple data sets, the analysis identifies two patterns of agentic orientations. The conclusions discuss limitations associated with a primary focus on accumulating past experiences and little engagement with aspirations for the future in contexts for collaborative professional development.
Descriptors: Faculty Development, Professional Autonomy, Teacher Collaboration, Case Studies, Professional Identity, Grade 6, Team Teaching, Foreign Countries, Lesson Plans, Teaching Methods, Educational Environment, Elementary School Teachers
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A
Author Affiliations: N/A
