Professional learning promoting agency in challenging practice contexts
Bibliographic Data
| ID | 21458685 |
|---|---|
| Authors | N Hopwood (0000-0003-2149-5834, University of Technology Sydney, Australia & University of Stellenbosch, Stellenbosch, South Africa, corresponding author), Parbat Dhungana (0000-0002-9706-0442, Department of Science and Environmental Studies, The Education University of Hong Kong, Hong Kong, People’s Republic of China), Binod Prasad Pant (0000-0003-4129-575X, Kathmandu University), Drishty Shrestha (Creative Academy, Kirtipur, Nepal), Rina Shahi (Creative Academy, Kirtipur, Nepal) |
| Year | 2024 |
| Volume | 46 |
| Issue | 2 |
| Pages | 177-196 |
| Publication date | 2024-05-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Continuing Education (JOURNAL) |
| Journal identifiers | ISSN: 0158-037X • E-ISSN: 1470-126X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0158037x.2023.2219051 |
| OpenAlex | W4379107255 |
| Language | EN |
| Citations received | 7 |
| References cited | 31 |
This study promoted professional learning and agency through a pragmatic formative intervention. Participants sought to change professional practices in classrooms in response to critical reflection on pedagogic practices and wider social concerns. Australian researchers collaborated with teachers and teacher educators from Nepal, informed by cultural-historical activity theory (CHAT). Change Laboratory methods identified a contradiction between heavy curriculum content and pedagogies that were regarded as educationally desirable and socially just. Participants developed eight principles to help teachers enact high-quality, inclusive pedagogies. One group linked this to the idea of MicroProjects, a solution for time-pressed teachers that could embody all eight principles. They worked with teachers in a nearby school to develop and implement MicroProjects across the Grade 1–12 curriculum. The paper traces a cycle of expansive learning actions, revealing how committed, activist research methods promoted teacher professional learning and agency in challenging contexts of the Global South, shifting from what is towards what ought to be
Contradiction · Curriculum · Expansive · Faculty Development · Formative assessment · Pedagogy · Professional development · Professional learning community · Social science · Sociology · Teacher education · Early Childhood Education and Development · Educational and Psychological Assessments · Innovative Education and Learning Practices · Psychology
Supporting transformative agency in initial teacher education
Toward a diagnostic toolkit for intervention in teachers' agency during curriculum reform
Developing de-encapsulated hybrid activity in a school
A Developmental History of Change Laboratories in Schools
Expanding the change laboratory and the interventionist researcher's role in teacher education-school collaboration
Twenty-five years of change laboratories in schools
The development of EFL teacher agency for research in a domestic visiting scholar program in China
Studies in Expansive Learning
The Transformative Mind
The Change Laboratory
The emergence of learners’ transformative agency in a Change Laboratory intervention
Discursive manifestations of contradictions in organizational change efforts
A practice theory perspective on learning
Enacting the utopia of eradicating homelessness
Expansive learning in medical education
The principle of double stimulation
On the Methodological Demands of Formative Interventions
Agency in the making
Agency in cultural-historical activity theory
From mediated actions to heterogenous coalitions
Critical Challenges in Cultural-Historical Activity Theory
Education reform in Nepal
Scholarship in the context of a historic socioeconomic and political turmoil
Reflections on activity theory
| Unique citing works | 7 |
|---|---|
| Citations per year | 3,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |