A narrative inquiry of teacher educators' professional agency, identity renegotiations, and emotional responses amid educational disruption

被引：25

作者：

Chaaban, Youmen ^{[1
]}

Al-Thani, Hessa ^{[2
]}

Du, Xiangyun ^{[1
,3
]}

机构：

[1] Qatar Univ, Coll Educ, Educ Res Ctr, Al Nasr St, Doha 2713, Qatar

[2] Qatar Univ, Coll Educ, Al Nasr St, Doha 2713, Qatar

[3] Aalborg Univ, UNESCO Ctr PBL, Aalborg, Denmark

来源：

TEACHING AND TEACHER EDUCATION | 2021年 / 108卷

关键词：

Teacher educators; Professional agency; Identity renegotiation; Emotions; Disruption; Qatar;

D O I：

10.1016/j.tate.2021.103522

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Employing a narrative inquiry, the study explored the way nine teacher educators responded temporally to the emotionally-laden challenges faced during the disruption to education caused by the COVID-19 pandemic, with a focus on their enactment of professional agency and renegotiation of their identities. Findings revealed seven conflicting themes located within personal, relational, and contextual spaces. Emotional experiences were further found to direct the dynamic forms of agency enacted, and consequently the consolidation or dismissal of renegotiated identities. The study concludes with the need to support teacher educators' professional agency as a resource for transformative changes and innovations in teacher education. (c) 2021 Elsevier Ltd. All rights reserved.

引用

页数：11

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