| Description |
1 online resource (201 pages) |
| Contents |
Machine generated contents note Introduction -- Focusing on the teacher: What this book is not about -- Scotland's ̀€Curriculum for Excellence' -- Curricular structure -- Learning -- The role of teachers -- The ̀€Teacher Agency and Curriculum Change' project -- The schools -- The teachers -- A preview of the chapters: What this book is about -- 1. Understanding Teacher Agency -- Introduction -- Conceptualizing agency -- Theorizing agency: An ecological approach -- Understanding teacher agency -- A framework for understanding teacher agency -- The iterational, practical-evaluative and projective aspects of teachers' work -- The iterational dimension of teachers' work -- The projective dimension of teachers' work -- The practical-evaluative dimension of teachers' work -- Concluding comments -- 2. Teacher Beliefs and Aspirations -- Introduction -- Teacher beliefs: An overview of the literature -- Denning teacher beliefs -- Categorizing teacher beliefs -- Beliefs and context -- The formation of teacher beliefs -- Exploring teacher beliefs -- Beliefs relating to children and young people -- Beliefs about the role of the teacher -- Beliefs about educational purpose -- Discussion and conclusions -- 3. Teacher Vocabularies and Discourses -- Introduction -- Talking about education (1) -- Talking about education (2) -- Discussion and conclusions -- 4. The Importance of Relationships -- Introduction -- Teacher professional networks -- Relationships and teacher agency -- Commonalities -- Hillview High School -- Lakeside High School -- Conclusions -- 5. Performativity and Teacher Agency -- Introduction -- Performativity, professionalism and agency -- Performativity in Scotland -- Performativity and teacher agency -- Performativity in a primary school -- Performativity in two secondary schools -- Conclusions -- 6. Individual, Cultural and Structural Framings of Agency -- Introduction -- What have we found? -- Fostering teacher agency -- The problematic policy focus on the capacity of the individual teacher -- Individual, cultural and structural dimensions of teacher agency -- What does teacher agency make possible? Or why teacher agency is needed! -- Conclusions: Fostering Teacher Agency -- Introduction -- Macro-level policy -- Meso-level curriculum development -- Micro-level curriculum enactment -- Conclusions |
| Summary |
"Recent worldwide education policy has reinvented teachers as agents of change and professional developers of the school curriculum. Academic literature has analyzed changes in how teacher professionalism is conceived in policy and in practice but Teacher Agency provides a fresh perspective on this issue, drawing upon an ecological theory of agency. Using this model for understanding agency, Mark Priestley, Gert Biesta and Sarah Robinson explore empirical findings from the 'Teacher Agency and Curriculum Change' project, funded by the UK-based Economic and Social Research Council (ESRC). Drawing together this research with the authors' international experiences and perspectives, Teacher Agency addresses theoretical and practical issues of international significance. The authors illustrate how teacher agency should be understood not only in terms of individual capacity of teachers, but also in respect of the cultures and structures of schooling."--Bloomsbury Publishing |
| Notes |
ProQuest Ebook Central Purchased |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Also issued in print |
|
Online resource; title from PDF title page (EBSCO, viewed August 18, 2015) |
| Subject |
Classroom environment - Scotland
|
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Agency (Law)
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Ecology
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Teachers
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Educational change
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Teacher participation in curriculum planning -- Scotland
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Curriculum change -- Scotland
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| Form |
Electronic book
|
| Author |
Biesta, Gert, author
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Robinson, Sarah, author
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ProQuest (Firm)
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| ISBN |
1472525876 |
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9781472525871 |
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1472532880 |
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9781472532886 |
|
