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ERIC Number: EJ1169089
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1468-1366
EISSN: N/A
Fostering Critical Teacher Agency: The Impact of a Science Capital Pedagogical Approach
King, Heather; Nomikou, Effrosyni
Pedagogy, Culture and Society, v26 n1 p87-103 2018
Teacher agency is considered key in shaping teachers' professional identities and decision-making capabilities. We suggest that the concept of agency also constitutes a useful tool for evaluating the successful implementation of new teaching approaches. In this paper we discuss findings from a teacher professional development programme aimed at enabling science capital building approaches in the classroom. By applying the lens of agency we identified developments in teachers' sense of purpose, mastery, reflexivity and autonomy. We also identified factors which appeared to either promote or constrain the acquisition of agency. The science capital pedagogy is underpinned by a social justice agenda. In supporting teachers to "tweak" their practice in ways that provide more opportunities for more students to identify with science, we suggest that the agency fostered by the intervention may best be defined as critical teacher agency.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)
Grant or Contract Numbers: N/A