I Think I Can: How Agency Grounds Teacher Praxis

This paper uses data from a larger study in response to recent literature regarding teacher professional identity. In the study, perspectives of teachers from four high schools in two states were examined through a cross-case study. Triangulated data affirmed that teaching is not easily understood b...

Full description

Saved in:
Bibliographic Details
Published in:Educational research (Orem, Utah) Utah), 2023, Vol.34 (1), p.32
Main Authors: Klimow, Nicole E, Schoepf, Sydnie
Format: Article
Language:English
Subjects:
Case Studies
Comparative Analysis
Context Effect
Educational Philosophy
English Instruction
English Teachers
High School Teachers
Learning Theories
Pedagogical Content Knowledge
Professional Autonomy
Professional Identity
Public Schools
Sociocultural Patterns
Teacher Attitudes
Teacher Characteristics
Teacher Role
Teaching Methods
Vocational High Schools
Writing Instruction
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This paper uses data from a larger study in response to recent literature regarding teacher professional identity. In the study, perspectives of teachers from four high schools in two states were examined through a cross-case study. Triangulated data affirmed that teaching is not easily understood by a single theoretical perspective. Additionally, teachers' instruction is heavily influenced by mentor teachers, colleagues, and teachers' own classroom experiences as sources of content and pedagogical knowledge. Our findings show how agency grounds teacher praxis in secondary English classrooms. While there is no one way to teach per se, the combination of different dialectic influencers and teachers' agentic belief play critical roles in shaping teachers' instructional practice.
ISSN:2637-8965
2637-8965