Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/14151
Title: Learner Agency: A Dynamic Element of the New Zealand Key Competencies
Contributor(s): Charteris, Jennifer  (author)orcid 
Publication Date: 2013
DOI: 10.15663/tandc.v13i0.7
Handle Link: https://hdl.handle.net/1959.11/14151
Field of Research (FoR) 2008: 130106 Secondary Education
130202 Curriculum and Pedagogy Theory and Development
130313 Teacher Education and Professional Development of Educators
Field of Research (FoR) 2020: 390306 Secondary education
390102 Curriculum and pedagogy theory and development
390305 Professional education and training
390307 Teacher education and professional development of educators
Socio-Economic Objective (SEO) 2008: 930302 Syllabus and Curriculum Development
930102 Learner and Learning Processes
930201 Pedagogy
Socio-Economic Objective (SEO) 2020: 160301 Assessment, development and evaluation of curriculum
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160302 Pedagogy
Abstract: Seven years ago The New Zealand Curriculum (NZC) was launched with its emphasis on key competencies as "the capabilities that young people need for growing, working, and participating in their communities" (Ministry of Education, 2007, p. 38). This raises the question of what dispositions are required for students to strengthen these capabilities? Curriculum commentators advocate that teachers should monitor how students take risks so that their capabilities are stretched as they perform real tasks in real contexts. The purpose of this paper is to contribute to the ongoing conversation on what key competencies can look like in New Zealand classrooms. Specifically, it focuses on learner agency as an important and undertheorised dispositional element of the key competencies. The paper reports on a discourse analysis that explores how students can act agentically in a secondary classroom. By providing a rich example of learners taking risks in their learning as they enact key competencies, this paper reveals that agency can be both dynamic and unexpected.
Publication Type: Journal Article
Source of Publication: Teachers and Curriculum, v.13, p. 19-25
Publisher: University of Waikato
Place of Publication: Hamilton, New Zealand
ISSN: 1174-2208
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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