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Teacher agency : an ecological approach / by Gert Biesta, Mark Priestley, and Sarah Robinson.
Loaned to Another Library LB2806.15 .B476 2015
By Request
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- Book
- Author/Creator:
- Priestley, Mark (Mark R.)
- Language:
- English
- Subjects (All):
- Curriculum change--Scotland.
- Curriculum change.
- Curriculum planning--Scotland.
- Curriculum planning.
- Teacher participation in curriculum planning--Scotland.
- Teacher participation in curriculum planning.
- Teaching, Freedom of--Scotland.
- Teaching, Freedom of.
- Classroom environment--Scotland.
- Classroom environment.
- Scotland.
- Physical Description:
- vii, 186 pages ; 24 cm
- Place of Publication:
- London ; New York, NY : Bloomsbury Academic, an imprint of Bloomsbury Publishing, Plc., 2015.
- Summary:
- Recent worldwide education policy has reinvented teachers as agents of change and professional developers of the school curriculum. Academic literature has analyzed changes in how teacher professionalism is conceived in policy and in practice but Teacher Agency provides a fresh perspective on this issue, drawing upon an ecological theory of agency. Using this model for understanding agency, Mark Priestley Gert Biesta and Sarah Robinson explore empirical findings from the 'Teacher Agency and Curriculum Change' project, funded by the UK-based Economic and Social Research Council (ESRC). Drawing together this research with the authors' international experiences and perspectives, Teacher Agency addresses theoretical and practical issues of global significance. The authors illustrate how teacher agency should be understood not only in terms of individual capacity of teachers, but also in respect of the cultures and structures of schooling. Book jacket.
- Contents:
- 1 Understanding Teacher Agency 19
- Introduction 19
- Conceptualizing agency 20
- Theorizing agency: An ecological approach 23
- Understanding teacher agency 26
- A framework for understanding teacher agency 29
- The iterational, practical-evaluative and projective aspects of teachers' work 31
- The iterational dimension of teachers' work 31
- The projective dimension of teachers' work 32
- The practical-evaluative dimension of teachers' work 33
- Concluding comments 34
- 2 Teacher Beliefs and Aspirations 37
- Introduction 37
- Teacher beliefs: An overview of the literature 39
- Denning teacher beliefs 40
- Categorizing teacher beliefs 41
- Beliefs and context 42
- The formation of teacher beliefs 43
- Exploring teacher beliefs 44
- Beliefs relating to children and young people 45
- Beliefs about the role of the teacher 48
- Beliefs about educational purpose 50
- Discussion and conclusions 54
- 3 Teacher Vocabularies and Discourses 59
- Introduction 59
- Talking about education (1) 62
- Talking about education (2) 70
- Discussion and conclusions 83
- 4 The Importance of Relationships 85
- Introduction 85
- Teacher professional networks 87
- Relationships and teacher agency 92
- Commonalities 93
- Hillview High School 96
- Lakeside High School 99
- Conclusions 102
- 5 Performativity and Teacher Agency 105
- Introduction 105
- Performativity, professionalism and agency 107
- Performativity in Scotland 111
- Performativity and teacher agency 113
- Performativity in a primary school 114
- Performativity in two secondary schools 120
- Conclusions 124
- 6 Individual, Cultural and Structural Framings of Agency 127
- Introduction 127
- What have we found? 129
- Fostering teacher agency 136
- The problematic policy focus on the capacity of the individual teacher 137
- Individual, cultural and structural dimensions of teacher agency 141
- What does teacher agency make possible? Or why teacher agency is needed! 147.
- Notes:
- Includes bibliographical references and index.
- Local Notes:
- Acquired for the Penn Libraries with assistance from the Alumni and Friends Memorial Book Fund.
- ISBN:
- 9781472534668
- 1472534662
- OCLC:
- 882531003
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