Teacher Agency as a Route to Adaptive Expertise: Relational, Informed, and Reflective Action

Autor/in	Reichenberg, Jennifer Sharples
Titel	Teacher Agency as a Route to Adaptive Expertise: Relational, Informed, and Reflective Action
Quelle	In: Reading Horizons, 61 (2022) 2, S.65-85, Artikel 4 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0502
Schlagwörter	Professional Autonomy; Expertise; Trust (Psychology); Teacher Administrator Relationship; Teacher Attitudes; Grade 4; Elementary School Teachers; Literacy Education; Teaching Methods; Blended Learning; COVID-19; Pandemics; Barriers; Team Teaching; Learner Engagement; Student Participation; Teacher Collaboration; Access to Education; Inclusion; Personal Autonomy; Teacher Student Relationship; Decision Making; Synchronous Communication; Pedagogical Content Knowledge; Reflective Teaching + Suchen Sie Ihr Suchwort? Berufsfreiheit; Expert appraisal; Lehrerverhalten; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Teamteaching; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerkooperation; Education; Access; Bildung; Zugang; Bildungszugang; Inklusion; Individuelle Autonomie; Teacher student relationships; Lehrer-Schüler-Beziehung; Decision-making; Entscheidungsfindung; Pädagogische Kompetenz
Abstract	This case study of two fourth-grade teachers explored teachers' literacy instructional practices and perceptions of their professional agency during the hybrid synchronous teaching of the COVID-19 pandemic. In anticipation of the challenges of hybrid synchronous instruction, these teachers combined their classes to co-teach 39 students. Analysis of observation and interview data showed that the co-teachers acted as adaptive experts. They reflected on challenges such as maintaining students' focus, developing rapport, and gaining active participation. Their collaborative reflection informed adaptations to increase students' access to learning by employing multiple modalities, developing community, and enacting inclusive practices. Teachers also supported students' agency by engaging students' voices to encourage participation. Conditions that supported teachers to exercise agency included trust between the teachers and with the administrators, teachers' voices and choices being valued, and the ability to enact their ideas. Findings suggest characteristics of agency that can be leveraged for teachers to enact adaptive expertise. (As Provided).
Anmerkungen	Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: https://scholarworks.wmich.edu/reading_horizons/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01