Agency at Work: Two Beginning Science Teachers' Stories in a Context of Curriculum Reform in China

Autor/inn/en	Wei, Bing; Chen, Nan
Titel	Agency at Work: Two Beginning Science Teachers' Stories in a Context of Curriculum Reform in China
Quelle	In: International Journal of Science Education, 41 (2019) 10, S.1287-1302 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1600205
Schlagwörter	Science Teachers; Educational Change; Curriculum Development; Science Instruction; Foreign Countries; Sociocultural Patterns; Self Concept; High School Teachers; Teacher Characteristics; Teacher Attitudes; Teacher Student Relationship; High Stakes Tests; Faculty Development; Physics; Beginning Teachers; Professional Autonomy; Experienced Teachers; Teaching Methods; China + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Soziokulturelle Theorie; Selbstkonzept; High school; High schools; Oberschule; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Physik; Junior teacher; Junglehrer; Berufsfreiheit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this study, a sociocultural perspective was adopted to understand the interplay between identity and agency in a context of science education reform in China. The manifestation of agency and the interaction between identity and agency were examined with two beginning science teachers teaching with practical work in high school. As part of this study, the identity formation of beginning science teachers was conceived as a site for locating and investigating teacher agency. Based on multiple data sources, we identified six spaces in which the two participants' agency manifested: (1) personal characteristics; (2) personal beliefs; (3) interactions with students; (4) interactions with colleagues; (5) curriculum materials; and (6) high-stakes examinations. In each space, the two participants' agency contrasted in terms of perspectives and actions: one was passive, less confident and negative, whereas the other active, more confident and positive. Moreover, it was found that their contrary actions were the result of different perspectives. Based on the findings, a model of the interplay between the identity and agency of an individual science teacher is proposed in a context of curriculum reform. The implications of this model for future research and science teacher development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01