Teachers professional agency and learning-from adaption to active modification in the teacher community
Tutkimustuotos › › vertaisarvioitu
|Julkaisu||TEACHERS AND TEACHING: THEORY AND PRACTICE|
|DOI - pysyväislinkit|
|Tila||Julkaistu - 3 lokakuuta 2015|
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.