Fostering Critical Teacher Agency: The Impact of a Science Capital Pedagogical Approach

Autor/inn/en	King, Heather; Nomikou, Effrosyni
Titel	Fostering Critical Teacher Agency: The Impact of a Science Capital Pedagogical Approach
Quelle	In: Pedagogy, Culture and Society, 26 (2018) 1, S.87-103 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nomikou, Effrosyni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2017.1353539
Schlagwörter	Teacher Role; Professional Autonomy; Professional Identity; Teacher Empowerment; Social Justice; Faculty Development; Science Education; Science Teachers; Foreign Countries; Expertise; Pedagogical Content Knowledge; Mastery Learning; Reflective Teaching; Teacher Characteristics; Teacher Collaboration; Collegiality; Accountability; Educational Environment; United Kingdom (London) + Suchen Sie Ihr Suchwort? Lehrerrolle; Berufsfreiheit; Soziale Gerechtigkeit; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Expert appraisal; Pädagogische Kompetenz; Lehrerkooperation; Kollegialität; Verantwortung; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Teacher agency is considered key in shaping teachers' professional identities and decision-making capabilities. We suggest that the concept of agency also constitutes a useful tool for evaluating the successful implementation of new teaching approaches. In this paper we discuss findings from a teacher professional development programme aimed at enabling science capital building approaches in the classroom. By applying the lens of agency we identified developments in teachers' sense of purpose, mastery, reflexivity and autonomy. We also identified factors which appeared to either promote or constrain the acquisition of agency. The science capital pedagogy is underpinned by a social justice agenda. In supporting teachers to "tweak" their practice in ways that provide more opportunities for more students to identify with science, we suggest that the agency fostered by the intervention may best be defined as critical teacher agency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01