Literaturnachweis - Detailanzeige
Autor/inn/en | Klimow, Nicole E.; Schoepf, Sydnie |
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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 |
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 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 |