A Sociocultural Approach to Understanding Teacher Identity, Agency and Professional Vulnerability in a Context of Secondary School Reform

Autor/in	Lasky, Sue
Titel	A Sociocultural Approach to Understanding Teacher Identity, Agency and Professional Vulnerability in a Context of Secondary School Reform
Quelle	In: Teaching & Teacher Education: An International Journal of Research and Studies, 21 (2005) 8, S.899-916 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2005.06.003
Schlagwörter	Social Environment; School Restructuring; Educational Change; Sociocultural Patterns; Secondary School Teachers; New York + Suchen Sie Ihr Suchwort? Soziales Umfeld; Schulreformplan; Schulumwandlung; Bildungsreform; Soziokulturelle Theorie
Abstract	This paper uses a sociocultural theoretical lens, incorporating mediated agency [Wertsch et al. (1993). A sociocultural approach to agency. In A. Forman, N. Minick, & A. Stone (Eds.), "Contexts for learning sociocultural dynamics in children's development" (pp. 336-357). New York: Oxford University Press] to examine the dynamic interplay among teacher identity, agency, and context as these affect how secondary teachers report experiencing professional vulnerability, particularly in terms of their abilities to achieve their primary purposes in teaching students. Two mediational systems that shape teacher agency and their professional vulnerability are addressed. These are: (a) the early influences on teacher identity; and (b) the current reform context. Interview data revealed that the political and social context along with early teacher development shaped teachers' sense of identity and sense of purpose as a teacher. Survey and interview data indicate that there was a disjuncture between teacher identity and expectations of the new reform mandates. Teacher agency was clearly constrained in the new reform context. Teachers struggled to remain openly vulnerable with their students, and to create trusting learning environments in what they described as a more managerial profession with increased accountability pressures. Directions for future research are also discussed. (Author).
Anmerkungen	Elsevier Customer Service Department, 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126 (Toll Free); Fax: 407-363-1354; e-mail: usjcs@elsevier.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10