I Think I Can: How Agency Grounds Teacher Praxis

Autor/inn/en	Klimow, Nicole E.; Schoepf, Sydnie
Titel	I Think I Can: How Agency Grounds Teacher Praxis
Quelle	In: Educational Research: Theory and Practice, 34 (2023) 1, S.32-49 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2637-8965
Schlagwörter	Teacher Attitudes; Professional Autonomy; Professional Identity; Teaching Methods; Case Studies; Pedagogical Content Knowledge; High School Teachers; English Teachers; Writing Instruction; English Instruction; Sociocultural Patterns; Learning Theories; Teacher Role; Public Schools; Vocational High Schools; Teacher Characteristics; Educational Philosophy; Context Effect; Comparative Analysis + Suchen Sie Ihr Suchwort? Lehrerverhalten; Berufsfreiheit; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Pädagogische Kompetenz; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; English language lessons; Englischunterricht; Schreibunterricht; English langauage lessons; Soziokulturelle Theorie; Learning theory; Lerntheorie; Lehrerrolle; Public school; Öffentliche Schule; Bildungsphilosophie; Erziehungsphilosophie
Abstract	This paper uses data from a larger study in response to recent literature regarding teacher professional identity. In the study, perspectives of teachers from four high schools in two states were examined through a cross-case study. Triangulated data affirmed that teaching is not easily understood by a single theoretical perspective. Additionally, teachers' instruction is heavily influenced by mentor teachers, colleagues, and teachers' own classroom experiences as sources of content and pedagogical knowledge. Our findings show how agency grounds teacher praxis in secondary English classrooms. While there is no one way to teach per se, the combination of different dialectic influencers and teachers' agentic belief play critical roles in shaping teachers' instructional practice. (As Provided).
Anmerkungen	Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01