Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
4941685 | Teaching and Teacher Education | 2017 | 10 Pages |
Abstract
This study explores how teachers enact agency to facilitate their professional development during curricular reform at a Chinese university. An analysis of data derived from life history interviews with eight language teachers complemented with field notes reveals differential agentic choices and actions. The teachers' learning, teaching and research endeavours in relation to the new curriculum are directed by various identity commitments and enacted in highly individualised ways, as mediated by their prior experiences. By situating teachers' agency in their individual professional trajectories, this study conceptualises interaction of teacher agency and identity commitment to professional development during curricular reform.
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Jian Tao, Xuesong Gao,