Primary school teachers' professional agency in the course of an in-service training programme

• Merja Kauppinen ^[1] ; Johanna Kainulainen ^[1] ; Päivi Hökkä ^[1] ; Katja Vähäsantanen ^[1]
  1. [1] University of Jyväskylä

     University of Jyväskylä

     Jyväskylä, Finlandia

     
• Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 455-464
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Challenged by the current deficiencies of in-service training, this study focused on a training programme aimed at enabling lasting transformations in teachers’ professional lives by strengthening their professional agency. The understanding of professional agency was based on a subject-centred sociocultural approach addressing both the sociocultural conditions and professional backgrounds of teachers. The study investigated primary school teachers’ professional agency regarding their identity and work during one-year in-service education and the resources that supported the emergence of their agency. The results suggest that the acquisition of methods and models under which teachers can create pedagogical understanding does not guarantee a transfer to classroom practices. This depends greatly on the teacher’s professional agency and identity renegotiation, especially in situations where the school environment does not support this work. As a practical implication, this study highlights the need for continuous, practice-based scaffolding that supports teachers’ professional agency and identity renegotiation.