Understanding ESL teachers' agency in their early years of professional development: A three-layered triadic reciprocity framework

Understanding ESL teachers' agency in their early years of professional development: A three-layered triadic reciprocity framework

• Huang, Jing Hong Kong Baptist University
• Yip, Jesse W. C. Caritas Institute of Higher Education

Frontiers in Psychology, 12(0), -, 2021

Frontiers Media SA

2021

• F Learning & Teaching
  • FE Medium of Instruction, Language of Teaching, Bi-& Multilingual Education, Problems of Bilingualism, Code-mixing & Code-switching
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Hong Kong Secondary English as a Second Language Teachers Teacher Education Teacher Development Teacher Agency Teacher Identity

• Hong Kong

• 1997.7 onwards

• Secondary Education

• View Full Text 全文連結

Drawing upon the Triadic Reciprocity Framework, this longitudinal qualitative multiple-case study examined how three Hong Kong secondary English as a second language (ESL) teachers exercised their teacher agency to take control of their teaching and professional development. More specifically, the study aimed at exploring how teachers' intentions and actions for the establishment of their professional identity were afforded and constrained by their workplaces. Findings reveal that these ESL teachers exercised different degrees of proactive, reactive, and passive agency. The four properties of human agency, i.e., intentionality, forethought, self-reactiveness, and self-reflectiveness, influenced the teachers' proactive, reactive, and passive agency when they responded to personal, behavioral, and environmental determinants. The findings shed light on a three-layered Triadic Reciprocity framework on teacher agency and contributes to a systematic and comprehensive discussion about the various internal and external factors that might exert influences on agency of early career teachers. This study offers pedagogical implications for school teachers, school leaders, and policy makers in Hong Kong and beyond. Copyright ©2021 Frontiers Media SA.

• English

Journal Articles

• 16641078

• 10.3389/fpsyg.2021.739271

https://bibliography.lib.eduhk.hk/bibs/bbf54156

2022-05-12