Teacher Agency and Futures Thinking

Autor/inn/en	Varpanen, Jan; Laherto, Antti; Hilppö, Jaakko; Ukkonen-Mikkola, Tuulikki
Titel	Teacher Agency and Futures Thinking
Quelle	In: Education Sciences, 12 (2022), Artikel 177 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Varpanen, Jan) ORCID (Laherto, Antti) ORCID (Hilppö, Jaakko) ORCID (Ukkonen-Mikkola, Tuulikki)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Professional Autonomy; Futures (of Society); Role of Education; Educational Change; Foreign Countries; Teacher Education; Elementary School Teachers; Preschool Teachers; Technology Uses in Education; Teacher Attitudes; Finland + Suchen Sie Ihr Suchwort? Berufsfreiheit; Future; Society; Zukunft; Bildungsauftrag; Bildungsreform; Ausland; Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerverhalten; Finnland
Abstract	Problems encountered in top-down school reforms have repeatedly highlighted the significance of teachers' agency in educational change. At the same time, temporality has been identified as a key element in teachers' agency, with teachers' beliefs about the future and experiences of the past shaping their agentic orientations. However, research on teachers' future orientations is typically limited to short-term trajectories, as opposed to long-term visions of education. To address this, we draw on a futures studies perspective to give more explicit attention to teachers' long-term visions of their work. We argue that the method of future narratives, already well-established in the field of futures studies, is a fruitful methodological framework for studying these long-term visions. In this paper, we first show that the futures studies approach is theoretically compatible with the ecological model of teacher agency. We then outline the method of future narratives to point out the possibilities it offers. Finally, we illustrate our approach with an exploratory analysis of a small set of future narratives where teachers imagine a future workday. Our analysis reveals that the narratives offer a rich view of teachers' longer-term visions of education, including instances of reflecting on the role of education in relation to broader societal developments. Our study suggests that this novel approach can provide tools for research on teacher agency as well as practical development of teacher education, addressing long-term educational issues and policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01