Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6850837 | Teaching and Teacher Education | 2016 | 10 Pages |
Abstract
This study examined how teacher agency shaped professional learning in cross-cultural teaching contexts. Interviews with 14 Chinese language teachers showed that teacher agency varied in different dimensions of professional learning. Social suggestions, power relations, teachers' professional and social positioning and the imposed identity and social roles in the school contexts interacted to shape teacher agency. The findings suggest both creating school cultures and structures that value and share diverse discursive and pedagogical practices and managing teachers' professional identity and self-positioning to enhance teachers' agency to engage in mutual learning and remaking of their work practices.
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Chun Lai, Zhen Li, Yang Gong,