Teachers professional agency and learning-from adaption to active modification in the teacher community
Research output: Contribution to journal › Article › Scientific › peer-review
|Number of pages||20|
|Journal||TEACHERS AND TEACHING: THEORY AND PRACTICE|
|Publication status||Published - 3 Oct 2015|
|Publication type||A1 Journal article-refereed|
The aim of this study was to examine teacher learning in terms of teachers professional agency in the professional community of the school. Altogether 2310 Finnish comprehensive school teachers completed a survey. Results showed that teachers active efforts to learn in the professional community and to promote school development cannot be explained, and hence reduced, to a single behavioral attribute. The findings indicated that teacher learning in terms of professional agency in the professional community consists of several elements including: skills, efficacy beliefs, and motivational factors, which entail transforming ones teaching practices, experiencing collective efficacy, constructing positive interdependency, the appreciation of mutual agreements, and using active strategies of help-seeking. The investigation also suggests that the use of modifying strategies is characteristic of both the teachers professional agency as well as the strategies employed to reduce stress.