Understanding agency in professional learning: Case studies of ESL teachers

Understanding agency in professional learning: Case studies of ESL teachers

• Pang, Yin Mei May The Hong Kong Institute of Education

2004

International Language in Education Conference 2004: The Way Forward in Language Education (2004: The Hong Kong Institute of Education, Hong Kong, China)

• F 教與學
  • FA 一般教學方法、各種施教方法

Teacher Education and Professional Development

• Hong Kong

• 1997.7 onwards

• 專上教育

The teacher's self as a crucial element for 'a more inclusive notion of professional development' has gained greater attention in the teacher education literature. Teacher development involves not only 'the nature of the knowledge of teaching' (epistemology), but also 'the nature of becoming and being a teacher (ontology) (Tickle, 2000:90). This paper attempts to seek a more coherent understanding of the notion of teacher's professional self and its relationship with professional learning. Based on the findings of 4 case studies of ESL teachers in the context of primary English classroom in Hong Kong, dispositional and affective factors are drawn to inform the notion of agency in professional learning. The paper first presents a review of the relevant literature to set the theoretical contexts. It then proceeds to report on the findings of the 4 case studies to provide empirical pictures of the issue. Based on an internal-external model of dispositions developed by Ritchhart (2002), the paper ends with a proposed framework of agency in professional learning. Implications and recommendations for teacher education to cater for various teacher agencies in learning will also be made.

Paper presented at the International Language in Education Conference 2004: The Way Forward in Language Education

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/2553f50e

2015-07-14