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Teacher agency in professional development programmes – A case study of professional development material and collegial discussion
Stockholm University,.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0001-5259-2712
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Østfold University College, Norway.ORCID iD: 0000-0002-3329-0177
2019 (English)In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 23, article id 100330Article in journal (Refereed) Published
Abstract [en]

This article offers insight into teacher agency in professional development programmes, focusing on a national policy initiative in Sweden aiming to provide in-depth professional development for mathematics teachers. Data was produced from video observations from two collegial discussions with one group of teachers, during the professional development programme. We closely analyse forms of agency in the collegial discussions in relation to the affordances of the professional development materials. The analysis shows a complex relationship between possibilities for independent judgement as constructed in curriculum materials, teachers' agency, and the coach's role in collegial discussions. Contrary to previous research, the findings indicate that opportunities for facilitating enactment in professional development materials do not necessarily lead to teacher agency. The results of the study are discussed in relation to the Swedish educational context. ©

Place, publisher, year, edition, pages
Elsevier Ltd , 2019. Vol. 23, article id 100330
Keywords [en]
Agency, Collegial learning, Professional development materials, Professional development programmes, Teacher agency
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:mdh:diva-45097DOI: 10.1016/j.lcsi.2019.100330Scopus ID: 2-s2.0-85070757698OAI: oai:DiVA.org:mdh-45097DiVA, id: diva2:1346676
Available from: 2019-08-28 Created: 2019-08-28 Last updated: 2019-08-28Bibliographically approved

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Brehmer, DanielRyve, Andreas

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