The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies. Watch handbook editors D. Jean Clandinin and Jukka Husu and handbook working editorial board members Jerry Rosiek, Mistilina Sato and Auli Toom discuss key aspects of the new handbook: https://www.youtube.com/watch?v=Yee8cZVakfc
Chapter 14: Shaping Agency through Theorizing and Practising Teaching in Teacher Education
Shaping Agency through Theorizing and Practising Teaching in Teacher Education
The construct of agency has a long and rich history, having been explored from a range of disciplinary perspectives. Agency as the capacity to produce effects is a critical idea in understanding human activity. Within teaching, agency as the capacity to make principled choices, take action and make that action happen will be argued here as being our most important pedagogical resource. The teacher's sense of promoting others’ learning, as distinct from ‘delivering the curriculum', places upon teachers both a great honour and a great responsibility: both to help, and to be clear about how we help, others to take charge of their own learning. The demand for teachers ...