Agents pedagogical: Bootstrapping reflexive practice through the psychological resources of self-agency

Q3 Social Sciences Journal of Pedagogy Pub Date : 2016-12-30 DOI:10.1515/jped-2016-0012
Effie Maclellan
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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.
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代理人教学:通过自我代理的心理资源引导反身性实践
两种不同的证据结合在一起,引起了本文关注的问题。首先,教育改革建议主张教师代理是有效改革的必要条件。事实上,有人认为,正是代理推动了专业知识的建构/重建,从而影响和改变了工作实践。其次,对教师认知的强调标志着教学从可观察的行为特征出发,让位于将教学解释为深思熟虑的行为。如今,教师不仅被理解为外部处方的机械实施者,而且被理解为积极的决策者,他们通过自己的概念镜头解释他们所阅读/被告知的内容。鉴于教师在自身专业学习中的重要性,以及教师认知作为他们计划和实施教学活动的渠道的中心地位,理解作为一名代理教师的动态是一件很重要的事情。运用心理学文献的视角,这一概念分析探讨了自我效能、自我调节和自我决定的工具如何与反身性实践相互作用。
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来源期刊
Journal of Pedagogy
Journal of Pedagogy Social Sciences-Education
CiteScore
1.10
自引率
0.00%
发文量
5
审稿时长
20 weeks
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.
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