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Teacher agency and professional practice

journal contribution
posted on 2020-01-01, 00:00 authored by Tebeje Molla MekonnenTebeje Molla Mekonnen, Andrea NolanAndrea Nolan
© 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group. Drawing on the capability approach to human development and Bourdieuan reflexive sociology, this paper explores the interplay of teacher agency and professional practice. The paper names five facets of teacher agency. It shows that teachers with a strong sense of agency actively seek learning opportunities—inquisitive agency; think effortfully about their beliefs and practices—deliberative agency; demand to be valued and respected for their professional work—recognitive agency; are committed to addressing educational disadvantages—responsive agency; and act ethically and make morally justifiable decisions—moral agency. Professional learning experiences that problematise practice and context of practice are proposed as an instrument for building teacher agency.

History

Journal

Teachers and Teaching: Theory and Practice

Volume

26

Pagination

67-87

Location

London, Eng.

ISSN

1354-0602

eISSN

1470-1278

Language

English

Publication classification

C1 Refereed article in a scholarly journal

Issue

1

Publisher

ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD