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dc.contributor.authorPappa, Sotiria
dc.contributor.authorMoate, Josephine
dc.contributor.authorRuohotie-Lyhty, Maria
dc.contributor.authorEteläpelto, Anneli
dc.date.accessioned2017-03-30T08:43:04Z
dc.date.available2018-08-06T21:35:47Z
dc.date.issued2017
dc.identifier.citationPappa, S., Moate, J., Ruohotie-Lyhty, M., & Eteläpelto, A. (2017). Teacher agency within the Finnish CLIL context : tensions and resources. <em>International Journal of Bilingual Education and Bilingualism</em>, 65, 61-70. <a href="https://doi.org/10.1080/13670050.2017.1286292">doi:10.1080/13670050.2017.1286292</a>
dc.identifier.otherTUTKAID_72928
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/53406
dc.description.abstractRecent discussion indicates that the initial enthusiasm of Content and Language Integrated Learning (CLIL) teachers can be undermined by the demands of foreign-language mediated education. However, there is a lack of research on the resources and tensions that respectively support or limit the professional agency of CLIL teachers. By means of semi-structured interviews with fourteen participants, this study seeks to better understand how teacher agency is experienced by CLIL teachers working in Finnish primary schools. To examine tensions and resources in CLIL teachers’ work lives, a holistic and dynamic theoretical conceptualization of teacher agency is suggested, paying particular attention to the classroom, professional relationships and the wider sociocultural environment. Findings showed that language, classroom-related tensions and temporal, material and developmental resources were perceived as tensions limiting teacher agency. In contrast, autonomy, openness to change, teacher versatility, and collegial community were found to support teacher agency. The study concludes with practical implications for teacher education, practicing teachers and future research.
dc.language.isoeng
dc.publisherTaylor & Francis
dc.relation.ispartofseriesInternational Journal of Bilingual Education and Bilingualism
dc.subject.othercontent and language integrated learning
dc.subject.otherCLIL
dc.subject.otherteacher agency
dc.subject.otherperceived tensions
dc.subject.otherperceived resources
dc.subject.otherFinnish education
dc.titleTeacher agency within the Finnish CLIL context : tensions and resources
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201703231736
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineAikuiskasvatustiede
dc.contributor.oppiaineKasvatustiede
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.identifier.doi10.1080/13670050.2017.1286292
dc.date.updated2017-03-23T10:15:09Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange61-70
dc.relation.issn1367-0050
dc.relation.volume65
dc.type.versionacceptedVersion
dc.rights.copyright© 2017 Informa UK Limited, trading as Taylor & Francis Group. This is a final draft version of an article whose final and definitive form has been published by Taylor & Francis. Published in this repository with the kind permission of the publisher.
dc.rights.accesslevelopenAccessfi


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