{"title":"Promoting teachers’ agency and creative teaching through research","authors":"A. Cloonan, K. Hutchison, L. Paatsch","doi":"10.1108/ETPC-11-2018-0107","DOIUrl":null,"url":null,"abstract":"\nPurpose\nIn response to threats to teacher autonomy and creativity by measurements of teacher quality through student performance on high-stakes test scores and standardised professional learning, this study aims to explore teacher collaborative research for opportunities for promotion of teacher agency.\n\n\nDesign/methodology/approach\nThe authors explore the following research question: How is agentic teacher research into English teaching that integrates information and communication technologies and creative and critical thinking enabled? Using ethnographic tools and an analytical lens influenced by ecological teacher agency, factors which enable teacher agency within teacher research are investigated.\n\n\nFindings\nTeachers’ experiences of, and insights into, collaborative research indicate the enabling of teacher agency through an interplay of personal and professional narratives and available cultural, structural and material resources. Intersections between teacher research and teaching for creativity and teacher agency are revealed.\n\n\nOriginality/value\nThree separate fields of study including teacher agency, teacher research and teaching for creativity are brought together providing insight into how teacher research into teaching for creativity in literacy learning can enhance teacher collaboration, autonomy and agency.\n","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"27 1","pages":""},"PeriodicalIF":0.8000,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"English Teaching-Practice and Critique","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1108/ETPC-11-2018-0107","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 5
Abstract
Purpose
In response to threats to teacher autonomy and creativity by measurements of teacher quality through student performance on high-stakes test scores and standardised professional learning, this study aims to explore teacher collaborative research for opportunities for promotion of teacher agency.
Design/methodology/approach
The authors explore the following research question: How is agentic teacher research into English teaching that integrates information and communication technologies and creative and critical thinking enabled? Using ethnographic tools and an analytical lens influenced by ecological teacher agency, factors which enable teacher agency within teacher research are investigated.
Findings
Teachers’ experiences of, and insights into, collaborative research indicate the enabling of teacher agency through an interplay of personal and professional narratives and available cultural, structural and material resources. Intersections between teacher research and teaching for creativity and teacher agency are revealed.
Originality/value
Three separate fields of study including teacher agency, teacher research and teaching for creativity are brought together providing insight into how teacher research into teaching for creativity in literacy learning can enhance teacher collaboration, autonomy and agency.
期刊介绍：
English Teaching: Practice and Critique seeks to promote research and theory related to English literacy that is grounded in a range of contexts: classrooms, schools and wider educational constituencies. The journal has as its main focus English teaching in L1 settings. Submissions focused on EFL will be considered only if they have clear pertinence to English literacy in L1 settings. It provides a place where authors from a range of backgrounds can identify matters of common concern and thereby foster broad professional communities and networks. Where possible, English Teaching: Practice and Critique encourages comparative approaches to topics and issues. The journal published three types of manuscripts: research articles, essays (theoretical papers, reviews, and responses), and teacher narratives. Often special issues of the journal focus on distinct topics; however, unthemed manuscript submissions are always welcome and published in most issues.
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