Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/30788
Title: Factors in Agency Development: A Supervisory Teaching Perspective
Contributor(s): Crowhurst, Paul  (author); Cornish, Linley  (author)orcid 
Publication Date: 2020-09
Open Access: Yes
DOI: 10.14221/ajte.2020v45n9.2Open Access Link
Handle Link: https://hdl.handle.net/1959.11/30788
Field of Research (FoR) 2008: 130105 Primary Education (excl. Maori)
130313 Teacher Education and Professional Development of Educators
130102 Early Childhood Education (excl. Maori)
Field of Research (FoR) 2020: 390304 Primary education
390305 Professional education and training
390307 Teacher education and professional development of educators
390302 Early childhood education
Socio-Economic Objective (SEO) 2008: 939902 Education and Training Theory and Methodology
Socio-Economic Objective (SEO) 2020: 160302 Pedagogy
Abstract: Promoting student agency is an emerging priority in education. Supervisory teaching is a potentially useful approach for supporting agency development. This approach includes two characteristics, namely, tutorial learning conversations between the teacher and a group of one to four students, and students learning independently for extended periods of time. Supervisory teaching lessons in three primary-school classrooms were observed over a period of five months and teachers were interviewed as part of the data collection process. Five key factors were found to support students to have more agency in their learning: independence and ownership, scaffolding, students as teachers, joyfulness, and reflection. The findings point toward several factors observed within supervisory teaching that led to greater student agency, including individualised learning conversations, allowing students control over their learning, the benefit of reduced structure in the learning environment, and the fact that joyfulness in learning is a significant factor in elevating student agency.
Publication Type: Journal Article
Source of Publication: The Australian Journal of Teacher Education, 45(9), p. 24-41
Publisher: Edith Cowan University
Place of Publication: Australia
ISSN: 1835-517X
0313-5373
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education

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