Teacher agency and dialogic feedback: Using classroom data for practitioner inquiry

被引：47

作者：

Charteris, Jennifer ^{[1
]}

Smardon, Dianne ^{[1
]}

机构：

[1] Univ New England, Armidale, NSW 2351, Australia

来源：

TEACHING AND TEACHER EDUCATION | 2015年 / 50卷

关键词：

Agency; Dialogic feedback; Teacher learning; Professional development; Peer coaching; Identity; LEADERSHIP; EDUCATION; PEDAGOGY; STUDENTS;

D O I：

10.1016/j.tate.2015.05.006

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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. (C) 2015 Elsevier Ltd. All rights reserved.

引用

页码：114 / 123

页数：10