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Teacher agency and dialogic feedback: Using classroom data for practitioner inquiry
ARTICLE

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TATE Volume 50, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Evidence based discourse has increasingly permeated Anglophone staffrooms and classrooms, fuelled by the impetus to ‘raise standards’ and bolster global competitiveness through improved teacher performance. ‘Giving’ feedback to teachers as part of this performance culture is a view of teacher professional development that undermines teacher agency and does not contribute to a robust conception of teacher learning. This engagement with teacher agency recognises the situatedness of teacher learning and transformative professional learning processes. This paper furnishes ecological examples of teacher agency derived from a qualitative study into teachers' feedback practices. It complements existing literature on agency as a collaborative concept.

Citation

Charteris, J. & Smardon, D. (2015). Teacher agency and dialogic feedback: Using classroom data for practitioner inquiry. Teaching and Teacher Education: An International Journal of Research and Studies, 50(1), 114-123. Elsevier Ltd. Retrieved December 7, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2015.05.006

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