Factors in Agency Development: A Supervisory Teaching Perspective

Title
Factors in Agency Development: A Supervisory Teaching Perspective
Publication Date
2020-09
Author(s)
Crowhurst, Paul
Cornish, Linley
( author )
OrcID: https://orcid.org/0000-0001-7714-1213
Email: lcornis2@une.edu.au
UNE Id une-id:lcornis2
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Edith Cowan University
Place of publication
Australia
DOI
10.14221/ajte.2020v45n9.2
UNE publication id
une:1959.11/30788
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.
Link
Citation
Australian Journal of Teacher Education, 45(9), p. 24-41
ISSN
1835-517X
0313-5373
Start page
24
End page
41
Rights
Attribution-NoDerivatives 4.0 International

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