EFL Teacher Education in Finland : Manifestations of Professional Agency in Teacher Educators’ Work
Green, C., & Pappa, S. (2020). EFL Teacher Education in Finland : Manifestations of Professional Agency in Teacher Educators’ Work. Scandinavian Journal of Educational Research, In press. https://doi.org/10.1080/00313831.2020.1739128
Published inScandinavian Journal of Educational Research
© 2020 Scandinavian Journal of Educational Research
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. ...
PublisherTaylor & Francis
Publication in research information system
MetadataShow full item record
Related funder(s)Academy of Finland
Funding program(s)Academy Project, AoF
Additional information about fundingThefirst author was supported by the Ellen and Artturi Nyyssonen Foundation, Finland. The second author was partly supported by the Academy of Finland, Grant number 288925 (The Role of Emotions in Agentic Learning at Work) andthe Urpo ja Maija-Liisa Harvan Foundation under the Finnish Cultural Foundation, Grant number 00190798 (Teaching Immigrant Children: Teacher Identity Negotiation)
Showing items with similar title or keywords.
Language teacher identities as socio-politically situated construction : Finnish and Brazilian student teachers’ visualisations of their professional futures Ruohotie-Lyhty, Maria; Camargo Aragão, Rodrigo; Pitkänen-Huhta, Anne (Elsevier, 2021)The process of envisioning the future is central to teachers’ identity construction, but different environments create distinct sociocultural conditions for the process. This qualitative study drawing on visual-textual ...
Professional identity in changing workplaces : Why it matters, when it becomes emotionally imbued, and how to support its agentic negotiations Vähäsantanen, Katja (Springer International Publishing, 2022)This chapter addresses professional identity in the workplace. The relevance of the topic derives from current trends in working life, in which constant changes require continuous professional identity negotiations. In ...
The Narrative Approach to Research Professional Identity : Relational, Temporal, and Dialogical Perspectives Vähäsantanen, Katja; Arvaja, Maarit (Springer, 2022)In this chapter, we present the narrative approach as applied in the field of professional learning. The specific aim is to present the methodological opportunities and concerns it raises in research on professional identity ...
Park, Jean (2019)The aim of this study is to understand how professional agency is constrained and enabled among English language teachers in public schools of a Ukrainian village. The data was obtained through focus group discussions, an ...
Moate, Josephine; Ruohotie-Lyhty, Maria (Florida State University, 2020)A consensus exists in applied linguistics that agency and identity are key concepts in understanding teacher development. Although a large body of research has focused on studying language teacher and learner identity and ...