Reflexivity and agency in university-based teacher educators
A Critical Realist Analysis
Bibliographic Data
| ID | 8079115 |
|---|---|
| Authors | Yenny Hinostroza-Paredes (0000-0002-7364-4910, University of Helsinki, corresponding author) |
| Year | 2021 |
| Volume | 28 |
| Issue | 8 |
| Pages | 1918-1936 |
| Publication date | 2021-06-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1356-2517 • E-ISSN: 1470-1294 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13562517.2021.1943651 |
| OpenAlex | W3175595622 |
| Language | EN |
| Citations received | 11 |
| References cited | 44 |
Addressing university-based teacher educators’ complex work in current higher education contexts requires identifying the variables influencing their professional agency. However, limited related literature mostly falls within boundaries of the global North, while the specifics from those in the global South remain under-researched. Thus, focusing on Chile, a country with a highly marketised education, this study explores how teacher educators agentically navigate contextual and personal factors by drawing on Archer’s theory of reflexivity. Qualitative analysis reveals how participants’ reflexivity mediates factors (i.e. collegiality, precarity) and yields diverse forms of agency (i.e. weak, progressive), reflecting their professional identities, concerns and professionalism. The findings suggest that participants’ dominant communicative reflexivity relates to managerialism in education and Chilean society’s collectivist nature. Implications are presented for future research on broader structural and cultural factors influencing teacher educators’ reflexivity and agency and the role of policy implementation and institutional cultures in supporting their professionalism and careers
Agency (philosophy · Collegiality · Critical theory · Higher education · Managerialism · Marketization · Pedagogy · Political science · Practicum · Precarity · Public relations · Qualitative research · Reflexivity · Social science · Sociology · Structure and agency · Teacher education · Critical Realism in Sociology · Global Educational Policies and Reforms · Social and Cultural Dynamics · Gender Studies
Teacher Educators as Sustainability Change Agents
‘Hope despite all odds’
Shaping a sustainable doctoral pathway
Navigating tensions between institutional and cultural quandaries
Characterising multiple trajectories towards the reflexive PhD project within a neoliberalist landscape
Between reflexivity and habitus
The Role of Practice in Teacher Education for Democratic Citizenship
Enactment of moral education
South African new academics’ experiences of precarity
University lecturers as change agents
Symbolic Interaction as a Sociology of Concern
Relational agency
Title unavailable
On the complexities of educating student teachers
Agency in Action
Realist Social Theory
Provisional Selves
The Reflexive Imperative in Late Modernity
Dilemmas in qualitative health research
Structure, Agency and the Internal Conversation
Making our Way through the World
Changing career and changing identity
The selectivity of translation
Teacher educators as researchers
The teacher educator as a role model
Professional agency in the stream of change
The Ethics of Teaching as a Moral Profession
Theorising the mundane
Reflexivity and Structural Positions
Social Cognitive Theory
The shaping of the departmental culture
Demonstrating Rigor Using Thematic Analysis
| Unique citing works | 11 |
|---|---|
| Citations per year | 3,67 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |