Internationally teachers are called upon to act as agents of change. However, there is little clarity about the kind of change teachers are expected to contribute to and even less empirical evidence about the ways teacher agency operates in schools and beyond. Empirical analyses of teacher agency require a clear articulation of the purpose and content of such agency in relation to a particular aspect of change, which could then help us specify appropriate units of analysis and generate hypotheses based on the insights provided by previous research. This paper articulates a model for study of teacher agency as a process whereby teachers act strategically to transform the risks of exclusion and underachievement into inclusion and improved outcomes for all students in contexts of cultural and social diversity. The model is guided by social theories of human agency within social structures and cultures, applied to the empirical insights into teachers’ inclusive practices. Potentially appropriate units of anal...

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A model for study of teacher agency for social justice

Information and communication technology (ICT) is now an integrated and central element of modern life, and its rapid emergence is changing the execution and organization of work and learning. Digital technology is also important for schools, and hence for teachers' working days. However, among today's teachers, not everyone has the knowledge required to teach using digital technology. Recent research indicates that self-efficacy is important for how teachers master their practice. This paper addresses teachers' ICT self-efficacy for educational purposes, and examines the assumed antecedents of teachers' self-efficacy. Data from 1,158 teachers at 116 Norwegian schools was analyzed. The results indicate that teachers' self-efficacy for using ICT in their teaching practice is associated with their use of ICT in teaching and their general ICT self-efficacy. In addition, the results show that collegial collaboration among teachers has a positive association with the use of ICT in their teaching practice. One interpretation of these findings is that general ICT self-efficacy is necessary for developing ICT self-efficacy for educational purposes and being able to use ICT in education. However, further research is required to scrutinize the relationships between these concepts.

Examining the Relationship Between Teachers' ICT Self-Efficacy for Educational Purposes, Collegial Collaboration, Lack of Facilitation and the Use of ICT in Teaching Practice.

Studies show that changes in teacher education around the world occur slowly and are difficult to implement. This study aims to contribute to the discussion on the major resources for and obstacles to developing teacher education and finding novel solutions to overcome the obstacles. Resources and obstacles were investigated in the context of academic and university-based teacher education in Finland. Findings revealed three major challenges: (a) obstacles in renegotiating professional identity, (b) internal competition between subject-matter groups within the department, and (c) discrepancies between individual agency and organizational development. Based on the findings, this study argues that teacher educators’ individual and collective agency must be supported to enhance their continuous professional learning and organizational change. This goal can be achieved by developing teacher education concurrently at multiple levels, including the individual, work community, and organizational levels. In addit...

/pdf/seeking-new-perspectives-on-the-development-of-teacher-36o19dmcxj.pdf

Seeking New Perspectives on the Development of Teacher Education: A Study of the Finnish Context

The study explores the development of teamwork among a group of Israeli student teachers enrolled in a practicum, in order to help teacher educators to understand better the processes student teach...

Reflective journals as a research tool: The case of student teachers’ development of teamwork

A research review of the impact of accountability policies on teachers’ workplace relations

L'etude porte sur les conceptualisations des enseignants qui sous-tendent leur travail collectif. Le cadre d'analyse integre les composants du contexte (situation et acteurs) et l'espace professionnel considere par les acteurs pour reguler leur activite concernant le travail collectif. L'etendue et l'organisation de cet espace professionnel caracterisent les conceptualisations du travail collectif enseignant (CC). L'etude est fondee sur 96 entretiens. Les variables de contexte sont : la situation d'exercice (primaire ou secondaire ; secteur defavorise ou ordinaire), la duree de experience, le niveau d'implication dans des rencontres regulieres avec une pluralite de partenaires. L'analyse des entretiens montre que l'implication dans un collectif a un effet positif marque sur CC, quelle que soit la duree de l'experience ou la situation.

https://hal.archives-ouvertes.fr/hal-00804103/document

Comprendre le travail collectif enseignant : effets du contexte de l'activité sur les conceptualisations des acteurs

The ESRC TLRP Early Professional Learning (EPL) project is investigating the processes and outcomes of learning to become a teacher in the probationary year. One of the five learning outcomes is job satisfaction. Most people in employment consciously experience a degree of satisfaction or dissatisfaction with their job. Moreover, they tend to be more satisfied with some aspects of their job than others. There are many reasons, ethical and utilitarian, why probationers should experience a high level of job satisfaction during their first year of teaching. This paper describes the development of an instrument to measure the job satisfaction of probationary teachers. No probationer-specific instrument has previously been constructed. The dimensions of the probationer’s job that provoked feelings of satisfaction and dissatisfaction were identified by a team of six teacher researchers who tracked a sample of 18 probationers in their own schools and carried out in-depth interviews with them. A psychometric instrument was constructed, based on the list of 40 job dimensions identified in this way, and administered to a sample of 150 probationers in Scotland. A single-item measure of satisfaction with the job as a whole was also administered. Answers were sought to the following research questions: 1. What are the levels of job satisfaction among these probationers, both with their job as a whole and with the 40 separate dimensions?

/pdf/job-satisfaction-among-newly-qualified-teachers-in-scotland-2k8bqq77xg.pdf

Job satisfaction among newly qualified teachers in Scotland

Inquiry in science education and science teacher education : research on teaching and learning through inquiry based approaches in science (teacher) education

A concept of pedagogical process knowledge (PPK) is introduced to partner pedagogical content knowledge (PCK). This concept arises from observing the learning of teachers engaged in a course supporting them in introducing more inquiry-based methods into their practice. This course aimed to empower teachers through professional learning. PCK alone did not seem adequately to explain the teachers’ learning, which involved them developing new pedagogical processes to support the development of inquiry-based learning processes in their students – hence PPK. Together, PCK and PPK are important constituents of teachers’ theories of practice, although PPK may be often less developed.

/pdf/adding-pedagogical-process-knowledge-to-pedagogical-content-4n7whydylr.pdf

Adding pedagogical process knowledge to pedagogical content knowledge: Teachers' professional learning and theories of practice in science education

Improving Learning in a Professional Context provides vital new evidence on exactly how teachers learn to be teachers; evidence that is likely to affect and influence the profession for many years to come. Demonstrating that learning in schools is more than simple 'cognitive' knowledge of the curriculum and teaching skills, this book suggests that we need to pay more attention to the emotional, relational, ethical, material, structural and temporal dimensions of the teaching experience. Based on empirical research, including interviews with new teachers, by teachers themselves, on a scale rarely seen before, the book reveals the complexity of learning in a professional context and gives some basic truths about what really matters in teaching.

The early professional learning of teachers: a model beginning

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