Cultivating student agency through teachers' professional learning
Bibliographic Data
| ID | 4255897 |
|---|---|
| Authors | David Alan Robertson (0000-0003-0336-2579, University of Wyoming, corresponding author), Lauren Breckenridge Padesky (0000-0003-1955-5869, University of Wyoming), Cynthia Helen Brock (0000-0001-9468-5140, University of Wyoming) |
| Year | 2020 |
| Volume | 59 |
| Issue | 2 |
| Pages | 192-201 |
| Publication date | 2020-04-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2019.1705090 |
| OpenAlex | W2996521736 |
| Language | EN |
| Citations received | 8 |
| References cited | 14 |
Thoughtfully planned professional development (PD) that fosters teacher agency has the potential to impact student agency in the literacy classroom. Drawing on a body of research with 82 teachers across multiple schools and clinical settings, this article first presents findings from a variety of PD contexts that are synthesized to highlight four guiding principles for designing professional learning that encourages both teacher and student agency. Then, the article illustrates one vignette of agentive literacy teaching, which was subsequently facilitative of students' agentic engagement with vocabulary learning. Throughout, the case is made that intentional and embedded opportunities for co-construction of knowledge and reciprocity between PD providers and teachers, teachers and leadership, and teachers and students are important ingredients for an agentic learning experience. Finally, conclusions are drawn emphasizing that teacher and student agency are forces of empowerment, critical to student and teacher well-being
Agency (philosophy · Empowerment · Literacy · Mathematics education · Pedagogy · Political science · Professional development · Reciprocity (cultural anthropology · Sociology · Vignette · Vocabulary · Educational and Psychological Assessments · Psychology · Reading and Literacy Development · Social Psychology · Teacher Education and Leadership Studies
From support to strategy
Student engagement in K-12 online learning amid Covid-19
Student participation in teachers’ action research
Teachers' perspectives on the structure of reading intervention classes in secondary schools
Teachers’ perceptions and responses to student agency. An experimental study
Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations
Literacy Intervention in Secondary Schools Exploring Educators' Beliefs and Practices about Supporting Adolescents' Literacy Learning
Lessons from a co-design team on supporting student motivation in middle school science classrooms
| Citations per year | 2 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |