{"title":"Agents pedagogical: Bootstrapping reflexive practice through the psychological resources of self-agency","authors":"Effie Maclellan","doi":"10.1515/jped-2016-0012","DOIUrl":null,"url":null,"abstract":"Abstract Two different strands of evidence coalesce to give rise to the issue of concern in this paper. Firstly, proposals for educational reform assert that teacher- -agency is necessary for effective reform. Indeed it is argued that it is agency which drives the construction/reconstruction of professional knowledge, to influence and transform work practices. Secondly, the emphasis on teacher cognition marks a departure from teaching being characterised in terms of observable behaviours and gives way to teaching being construed as thoughtful behaviour. Nowadays, teachers are understood not merely as mechanical implementers of external prescription but as active decision-makers who interpret what they read/are told through their own conceptual lenses. Given the importance of teachers in their own professional learning, and the centrality of teacher cognition as the conduit through which they plan and enact pedagogical activities, it is a non-trivial matter to understand the dynamics at play in being an agentic teacher. Using a lens of psychological literature, this conceptual analysis explores how the tools of self-efficacy, self-regulation, and self-determination interact with reflexive practice.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2016-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Pedagogy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1515/jped-2016-0012","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 4
Abstract
Abstract Two different strands of evidence coalesce to give rise to the issue of concern in this paper. Firstly, proposals for educational reform assert that teacher- -agency is necessary for effective reform. Indeed it is argued that it is agency which drives the construction/reconstruction of professional knowledge, to influence and transform work practices. Secondly, the emphasis on teacher cognition marks a departure from teaching being characterised in terms of observable behaviours and gives way to teaching being construed as thoughtful behaviour. Nowadays, teachers are understood not merely as mechanical implementers of external prescription but as active decision-makers who interpret what they read/are told through their own conceptual lenses. Given the importance of teachers in their own professional learning, and the centrality of teacher cognition as the conduit through which they plan and enact pedagogical activities, it is a non-trivial matter to understand the dynamics at play in being an agentic teacher. Using a lens of psychological literature, this conceptual analysis explores how the tools of self-efficacy, self-regulation, and self-determination interact with reflexive practice.
期刊介绍:
The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.