Activities per year
Abstract / Description of output
Internationally teachers are called upon to act as agents of change. However, there is little clarity about the kind of change teachers are expected to contribute to and even less empirical evidence about the ways teacher agency operates in schools and beyond. Empirical analyses of teacher agency require a clear articulation of the purpose and content of such agency in relation to a particular aspect of change, which could then help us specify appropriate units of analysis and generate hypotheses based on the insights provided by previous research. This paper articulates a model for study of teacher agency as a process whereby teachers act strategically to transform the risks of exclusion and underachievement into inclusion and improved outcomes for all students in contexts of cultural and social diversity. The model is guided by social theories of human agency within social structures and cultures, applied to the empirical insights into teachers’ inclusive practices. Potentially appropriate units of analysis and related variables are proposed, and face-validated in consultation with 12 experts from Scotland including teachers, (deputy) head teachers, researchers, teacher educators and policy-makers. The units include teachers’ inclusive practices at individual, school and broader policy and social levels, teachers’ moral purposes and competence as agents of change for inclusive education, scope of teachers’ autonomy including individual, collective and contextual variables, and teachers’ reflexivity. Implications for future research and teacher education are discussed.
Original language | English |
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Pages (from-to) | 759-778 |
Journal | Teachers and Teaching: Theory and Practice |
Volume | 21 |
Issue number | 6 |
Early online date | 4 Jun 2015 |
DOIs | |
Publication status | Published - 4 Jun 2015 |
Keywords / Materials (for Non-textual outputs)
- change agents
- inclusion
- teacher agency
- teacher empowerment
- educational change
Fingerprint
Dive into the research topics of 'A model for study of teacher agency for social justice'. Together they form a unique fingerprint.Activities
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Scottish Teacher Education Committee Meeting
Natasa Pantic (Speaker)
12 Dec 2017Activity: Consultancy types › Contribution to the work of national or international committees and working groups
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Workshop with staff in Mayfield Primary School in Cambridge
Natasa Pantic (Contributor)
27 Apr 2017Activity: Participating in or organising an event types › Public Engagement – Schools engagement
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Institute for Social Reserach in Zagreb Conference 'Educational Chenge: Challenges and Expectations'
Natasa Pantic (Speaker)
20 Oct 2016Activity: Participating in or organising an event types › Participation in conference
Profiles
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Natasa Pantic
- Moray House School of Education and Sport - Personal Chair in Educational Change and Diversity
- Institute for Education, Teaching & Leadership
- Global Justice Academy
- Centre for Research in Education Inclusion and Diversity (CREID)
Person: Academic: Research Active