ERIC Number: EJ1064918
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 92
What Contributes to First-Year Student Teachers' Sense of Professional Agency in the Classroom?
Soini, Tiina; Pietarinen, Janne; Toom, Auli; Pyhältö, Kirsi
Teachers and Teaching: Theory and Practice, v21 n6 p641-659 2015
This study explores Finnish first-year primary teacher students' (N = 244) sense of professional agency in the classroom. In addition, the interrelation between student teachers' sense of professional agency and the perceptions of teacher education as a learning environment is explored. The sense of professional agency in the classroom simultaneously requires the motivation to learn, efficacy beliefs about learning and intentional acts for facilitating and managing new learning in the classroom. The results showed that these basic elements are embedded in the contextualised components of student teachers' professional agency, entailing judgements of one's competence in teaching, transformative and collaborative practice, reflection in the classroom and modelling as a learning orientation. The results further suggested that teacher education provided an encouraging learning environment for student teachers. However, only peer relations in the learning environment were positively related to perceived professional agency.
Descriptors: Foreign Countries, Student Teachers, Teacher Empowerment, Correlation, Teacher Education, Educational Environment, Peer Relationship, Elementary Education, Student Surveys, Student Attitudes, Measures (Individuals), Statistical Analysis
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Authoring Institution: N/A
Identifiers - Location: Finland