Teachers' perceived professional space and their agency
ARTICLE
Helma W. Oolbekkink-Marchand, Radboud Teachers' Academy ; Linor L. Hadar, Beit-Berl College, Israel ; Kari Smith, Norwegian University of Science and Technology (NTNU), Norway ; Ingrid Helleve, Marit Ulvik, University of Bergen, Norway
TATE Volume 62, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
Abstract
In order to increase student performance, governments stress the importance of standardization for teaching which is seen as a threat to teachers' professionalism. In this small-scale study we investigated the way teachers use their professional space in these changing circumstances. We studied eighteen cases of secondary education teachers in-depth, using observations, interviews, and storylines. Our analyses revealed two types of trajectories which can be characterized by bounded and contested agency. In both trajectories the importance of personal factors and environmental factors were acknowledged. Insights into the relation between perceived space and agency can promote our understanding of teacher professionalism.
Citation
Oolbekkink-Marchand, H.W., Hadar, L.L., Smith, K., Helleve, I. & Ulvik, M. (2017). Teachers' perceived professional space and their agency. Teaching and Teacher Education: An International Journal of Research and Studies, 62(1), 37-46. Elsevier Ltd. Retrieved August 7, 2024 from https://www.learntechlib.org/p/202689/.
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Teaching and Teacher Education: An International Journal of Research and Studies
on January 31, 2019.
Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.
