Identity, agency and community: reconsidering the pedagogic responsibilities of teacher education
Moate, J., & Ruohotie-Lyhty, M. (2014). Identity, agency and community: reconsidering the pedagogic responsibilities of teacher education. British Journal of Educational Studies, 62 (3), 249-264. doi:10.1080/00071005.2014.955456
Published inBritish Journal of Educational Studies
© Taylor & Francis, Society for Educational Studies and Wiley. This is a final draft version of an article whose final and definitive form has been published at 10.1080/00071005.2014.955456 by Taylor & Francis, Society for Educational Studies and Wiley.
This article presents a model for teacher education based on an ongoing action research project at a Finnish university. This model draws on the educational theory of Dewey and the pedagogical sensibility of Bakhtin to critically consider the concepts of teacher identity and agency and to highlight the role of community in teacher development. Our aim is to propose a model that supports the development of new directions in teacher education that would better prepare teachers to face the challenges in their future work by engaging with the educational community in the present.