Teachers and Teaching,
Год журнала:
2015,
Номер
21(7), С. 811 - 830
Опубликована: Март 18, 2015
The
aim
of
this
study
was
to
examine
teacher
learning
in
terms
teachers'
professional
agency
the
community
school.
Altogether
2310
Finnish
comprehensive
school
teachers
completed
a
survey.
Results
showed
that
active
efforts
learn
and
promote
development
cannot
be
explained,
hence
reduced,
single
behavioral
attribute.
findings
indicated
consists
several
elements
including:
skills,
efficacy
beliefs,
motivational
factors,
which
entail
transforming
one's
teaching
practices,
experiencing
collective
efficacy,
constructing
positive
interdependency,
appreciation
mutual
agreements,
using
strategies
help-seeking.
investigation
also
suggests
use
modifying
is
characteristic
both
teacher's
as
well
employed
reduce
stress.
Cognition and Instruction,
Год журнала:
2016,
Номер
34(3), С. 173 - 193
Опубликована: Май 31, 2016
This
special
issue
brings
together
a
set
of
articles
by
scholars
working
to
expand
equitable
forms
learning
and
teaching
that
contribute
socially
just
democracy—or
what
we
might
call
“socia...
Leadership,
Год журнала:
2014,
Номер
12(2), С. 131 - 158
Опубликована: Ноя. 25, 2014
Fearing
that
our
overreliance
on
an
individual,
heroic
model
of
leadership
will
only
continue
to
dampen
the
energy
and
creativity
people
in
organizations
communities,
this
essay
proposes
a
practice
perspective
based
collaborative
agency
mobilized
through
engaged
social
interaction.
After
briefly
reviewing
emerging
tradition
studies,
article
turns
inseparable
connection
between
discusses
how
structure
may
pacify
but,
under
dialogic
conditions,
release
agency.
Acknowledging
cultural
constraints
against
agency,
account
affirms
its
potential
realization
interpersonal
interaction
sociality.
Specific
activities
associated
with
their
conditions
are
illustrated.
The
paper
concludes
by
showing
agentic
might
produce
more
sustainable
future
for
world
while
suggesting
avenues
research
collective
rather
than
personal
approach
leadership.
International Journal of Qualitative Studies on Health and Well-Being,
Год журнала:
2018,
Номер
13(1)
Опубликована: Янв. 1, 2018
Purpose:
Doctoral
student
well-being
is
an
important
matter
that
shapes
the
of
academics
throughout
their
careers.
Given
has
been
found
to
be
closely
related
employee
productivity
and
efficiency,
strategies
associated
with
maintaining
during
PhD
studies
might
crucial
for
higher
education,
its
outcomes
and—just
as
importantly—for
a
balanced
life
students.Method:
Based
on
17
studies,
this
literature
review
critically
assesses
doctoral
well-being.Results:
Theoretical
models,
concepts
well-being,
methods
applied
are
discussed,
results
articles.
The
reviewed
then
discussed
based
SWOT
analysis
addressing
strengths
weaknesses
research
well
identified
opportunities
threats,
which
can
used
basis
future
research.
findings
analysis,
multidimensional
view
students
proposed.Conclusions:
study
proposes
more
student-centred
approach
meeting
students'
needs,
enhancement
in
order,
long-term
goal,
improve
academics'
productivity.
Teachers and Teaching,
Год журнала:
2015,
Номер
21(6), С. 615 - 623
Опубликована: Июнь 15, 2015
Teacher
agency
is
suggested
to
be
a
key
capability
not
only
for
facilitating
student
learning
but
also
continuing
professional
development,
collaborative
teacher
and
school
development...
Journal of Education and Work,
Год журнала:
2014,
Номер
29(2), С. 232 - 262
Опубликована: Апрель 1, 2014
Changes
and
transformations
in
organisations
are
traditionally
initiated
by
the
management.
This
approach
does
not,
however,
encourage
agency
of
all
members
an
organisation
to
engage
cooperative
development
activity.
paper
presents
analysis
participants’
transformative
a
Change
Laboratory
(CL)
intervention.
In
CL,
participants
analyse
conflicts
disturbances
their
local
activity
search
for
ways
transform
current
work
practices.
analysis,
we
identified
six
types
expressions
which
evolved
over
course
laboratory
sessions
across
topical
contents
those
sessions.
Furthermore,
examined
what
extent
produced
reflected
individual
collective
agency.
Our
key
argument
based
on
research
findings
is
that
goes
beyond
situational
here-and-now
actions.
It
maintained
change
efforts
evolves
time.
Computers in Human Behavior,
Год журнала:
2021,
Номер
121, С. 106793 - 106793
Опубликована: Март 25, 2021
This
study
examines
academic
teachers'
agency
and
emergency
responses,
prompted
by
the
physical
closure
of
universities
university
colleges
due
to
COVID-19
crisis.
The
pandemic-related
lockdown
accelerated
digitalization
education
forced
teachers
adjust
their
teaching.
A
theoretical
model
is
elucidated,
in
which
understood
as
willingness
engage
iterational,
practical-evaluative,
projective,
transformative
action
despite
existence
practical,
personal,
institutional
constraints.
We
explored
nature
degree
this
through
a
survey
Norway
first
month
lockdown.
Teachers
attempted
create
learning
environments
that
facilitated
knowledge
transfer
interaction
sought
solve
problems
self-help
support
from
colleagues
network,
although
many
struggled
with
insufficiently
developed
digital
competence
support.
Latent
profile
qualitative
analyses
revealed
different
clusters
teacher
strong
resistance
online
teaching
transformation
practices.
Qualitative
unveiled
expressions
agency,
both
ostensible
occlusive,
whereby
was
shaped
constraining
circumstances.
These
findings
can
inform
future
studies
teaching,
indicate
conditions
for
development
competence,
illustrate
challenges
brought
about
crises.
