EFL Teacher Education in Finland: Manifestations of Professional Agency in Teacher Educators' Work

Autor/inn/en	Green, Crystal; Pappa, Sotiria
Titel	EFL Teacher Education in Finland: Manifestations of Professional Agency in Teacher Educators' Work
Quelle	In: Scandinavian Journal of Educational Research, 65 (2021) 4, S.552-568 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2020.1739128
Schlagwörter	Foreign Countries; Second Language Learning; Second Language Instruction; English (Second Language); Teacher Educators; Teacher Education Programs; Language Teachers; Sociocultural Patterns; Learning Theories; Preservice Teachers; Professional Identity; Power Structure; Teacher Attitudes; Professional Autonomy; Finland + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Language teacher; Sprachunterricht; Soziokulturelle Theorie; Learning theory; Lerntheorie; Lehrerverhalten; Berufsfreiheit; Finnland
Abstract	English as a Foreign Language (EFL) teacher educators play a key role in the development of university-based teacher education and the preparation of preservice EFL teachers. However, the professional agency of EFL teacher educators in developing their work remains understudied. Employing a Vygotskian sociocultural theoretical perspective, this research considers the individual and collective professional agency of eight EFL teacher educators at two Finnish universities. Findings demonstrate that individual professional agency is enacted in the expression of professional identity and the development of professional relationships, and in offering and receiving professional assistance. Findings also demonstrate that collective agency occurs in the shared development of routine practices and the transformation of EFL education, and in responding to shifts in power dynamics. These findings affirm the roles of identity and relational agency in enacting professional agency as well as the object-oriented nature of EFL teacher educators' collective agency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01