Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/17408
Title: | Teacher agency and dialogic feedback: Using classroom data for practitioner inquiry | Contributor(s): | Charteris, Jennifer (author) ; Smardon, Dianne (author) | Publication Date: | 2015 | DOI: | 10.1016/j.tate.2015.05.006 | Handle Link: | https://hdl.handle.net/1959.11/17408 | 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. | Publication Type: | Journal Article | Source of Publication: | Teaching and Teacher Education, v.50, p. 114-123 | Publisher: | Elsevier Ltd | Place of Publication: | United Kingdom | ISSN: | 1879-2480 0742-051X |
Fields of Research (FoR) 2008: | 130313 Teacher Education and Professional Development of Educators | Fields of Research (FoR) 2020: | 390305 Professional education and training 390307 Teacher education and professional development of educators |
Socio-Economic Objective (SEO) 2008: | 930201 Pedagogy 930202 Teacher and Instructor Development |
Socio-Economic Objective (SEO) 2020: | 160302 Pedagogy 160303 Teacher and instructor development |
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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