Teacher Agency in Collaborative Lesson Planning: Stabilising or Transforming Professional Practice?

Autor/in	Shavard, Galina
Titel	Teacher Agency in Collaborative Lesson Planning: Stabilising or Transforming Professional Practice?
Quelle	In: Teachers and Teaching: Theory and Practice, 28 (2022) 5, S.555-567 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shavard, Galina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2022.2062745
Schlagwörter	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; Norway + Suchen Sie Ihr Suchwort? Berufsfreiheit; Lehrerkooperation; Case study; Fallstudie; Case Study; School year 06; 6. Schuljahr; Schuljahr 06; Teamteaching; Ausland; Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Norwegen
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01