Professional Space and Agency: The Case of In-Service Language Teachers

Autor/in	Mutlu, Gizem
Titel	Professional Space and Agency: The Case of In-Service Language Teachers
Quelle	In: Journal of Teacher Education and Educators, 6 (2017) 2, S.157-176 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0456
Schlagwörter	Professional Autonomy; Teacher Empowerment; English (Second Language); English Teachers; Private Schools; Public Schools; Foreign Countries; Teacher Motivation; Teaching Conditions; Classroom Techniques; Faculty Development; Curriculum Development; Experienced Teachers; Educational Attainment; Teacher Collaboration; Elementary School Teachers; Educational Technology; Educational Equipment; Parent Influence; Administrator Role; Barriers; Centralization; Faculty Workload; High School Teachers; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Berufsfreiheit; English as second language; English; Second Language; Englisch als Zweitsprache; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Private school; Privatschule; Public school; Öffentliche Schule; Ausland; Lehrbedingungen; Unterrichtsbedingungen; Klassenführung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsabschluss; Bildungsgut; Lehrerkooperation; Elementary school; Grundschule; Volksschule; Unterrichtsmedien; Ausrüstung; Centralisation; Zentralisierung; High school; High schools; Oberschule
Abstract	The present small-scale study aimed to investigate teacher agency from the perspective of in-service language teachers in relation to their perceived professional space. It specifically aimed to have an understanding of factors contributing to teacher agency positively and negatively. To this end, eight Turkish EFL teachers working at private and state schools and various education levels were asked to reflect on their own perceived and exploited professional space in semi-structured interviews and storylines. The in-depth analysis of the data revealed three types of trajectories in agency: contested agency, gradual growth of agency and failure in achievement of agency. In these trajectories, it was found out that teachers' own motivation, material adaptation, cooperation of colleagues and technological equipment promote teacher agency, whereas some factors such as pressure from administration and parents, centralized curriculum and exams, workload and crowded classes serve as obstacles in the process. In line with the results, some implications for the development of teacher agency and also insights for teacher education programs were provided. (As Provided).
Anmerkungen	Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: http://dergipark.gov.tr/jtee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01