ERIC Number: EJ1248353
Record Type: Journal
Publication Date: 2020
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0040-5841
EISSN: N/A
Cultivating Student Agency through Teachers' Professional Learning
Robertson, Dana A.; Padesky, Lauren Breckenridge; Brock, Cynthia H.
Theory Into Practice, v59 n2 p192-201 2020
Thoughtfully planned professional development (PD) that fosters teacher agency has the potential to impact student agency in the literacy classroom. Drawing on a body of research with 82 teachers across multiple schools and clinical settings, this article first presents findings from a variety of PD contexts that are synthesized to highlight four guiding principles for designing professional learning that encourages both teacher and student agency. Then, the article illustrates one vignette of agentive literacy teaching, which was subsequently facilitative of students' agentic engagement with vocabulary learning. Throughout, the case is made that intentional and embedded opportunities for co-construction of knowledge and reciprocity between PD providers and teachers, teachers and leadership, and teachers and students are important ingredients for an agentic learning experience. Finally, conclusions are drawn emphasizing that teacher and student agency are forces of empowerment, critical to student and teacher well-being.
Descriptors: Professional Development, Teacher Empowerment, Student Empowerment, Literacy, Vocabulary Development, Personal Autonomy, Reflection, Intention, Teacher Leadership, Elementary School Teachers, Psychological Needs, Group Behavior
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 - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A