آمار
| تعداد نشریات | 6 |
| تعداد شمارهها | 131 |
| تعداد مقالات | 1,634 |
| تعداد مشاهده مقاله | 1,898,238 |
| تعداد دریافت فایل اصل مقاله | 1,758,205 |
Validation of an Ecological Model of Teacher Agency for Iranian EFL Student Teachers | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 11، دوره 11، شماره 1 - شماره پیاپی 21، تیر 2023، صفحه 161-184 اصل مقاله (867.24 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2023.28234.1510 | ||
| نویسندگان | ||
| Saemeh Arabahmadi1؛ Omid Mazandarani* 2؛ Seyyed Hassan Seyyedrezaei2؛ Zari Sadat Seyyedrezaie2 | ||
| 1PhD Candidate in TEFL, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul Branch, Iran | ||
| 2Assistant Professor of TEFL, Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran. | ||
| چکیده | ||
| Despite the abundance of research on language teacher education, there is a dearth of ecologically informed instruments for measuring teacher agency. To this end, this study aims to fill this gap by designing and validating a questionnaire for assessing the agency of student teachers. Thirteen facets were identified and developed, including instructional beliefs, supportive beliefs, collaborative learning, and competence, which represent an iterational dimension. The practical-evaluative dimension is represented by opportunity to make choice, opportunity to influence, support, equality, trust, institutional context, and professional community. Long- and short-term purposes manifest projective dimension. A 22-item questionnaire on a 7-point Likert scale was developed and administered. Altogether, 210 EFL student teachers from four branches of Farhangian University through convenience sampling participated in the survey research design study. Structural Equation Modeling (SEM) analysis was employed through AMOS 22 to examine the validity of the theoretical model. In doing so, an Exploratory Factor Analysis (EFA) and a Confirmatory Factor Analysis (CFA) were administered, and the ecological framework of student teacher agency was confirmed. The results revealed that the questionnaire had an acceptable fit with the empirical set of data, suggesting that this scale has the potential to be useful in assessing student teachers’ agency and raising their awareness of the agency construct. The study has implications for policymakers regarding how the ecology of professional education may influence teachers’ practices, actions, and decision-making processes. | ||
| کلیدواژهها | ||
| agency؛ Farhangian University؛ student teacher؛ teacher education؛ pre-service | ||
| مراجع | ||
|
Anderson, L. (2010). Embedded, emboldened, and (net) working for change: Support-seeking and teacher agency in urban, high-needs schools. Harvard Educational Review, 80(4), 541-573. https://doi.org/10.17763/haer.80.4.f2v8251444581105
Archer, M. S. (1995). Realist social theory: The morphogenetic approach. Cambridge university press.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001
Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teaching and Teacher Education, 21(6), 624-640. https://doi.org/10.1080/13540602.2015.1044325
Biesta, G., & Tedder, M. (2007). Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults, 39(2), 132-149. https://doi.org/10.1080/02660830.2007.11661545
Billett, S. (2008). Learning throughout working life: A relational interdependence between personal and social agency. British Journal of Educational Studies, 56(1), 39-58. https://doi.org/10.1111/j.1467-8527.2007.00394.x
Bourdieu, P. (1977). Outline of a theory of practice. Cambridge University Press.
Brevik, L. M., Gudmundsdottir, G. B., Lund, A., & Strømme, A. T. (2019). Transformative agency in teacher education: Fostering professional digital competence. Teaching and Teacher Education, 86, 1-15. https://doi.org/10.1016/j.tate.2019.07.005
Bridwell-Mitchell. (2015). Theorizing teacher agency and reform: How institutionalized instructional practices change and persist. Sociology of Education, 88(2), 140-159. https://doi.org/10.1177/0038040715575559
Edwards, A. (2007). Relational agency in professional practice: A CHAT analysis. Actio: An International Journal of Human Activity Theory, 1(3), 1-17.
Edwards, A., & D’Arcy, C. (2004). Relational agency and disposition in sociocultural accounts of learning to teach. Educational Review, 56(2), 147-155. https://doi.org/10.1080/0031910410001693236
Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45-65. https://doi.org/10.1016/j.edurev.2013.05.001
Flessner, R., Miller, G. R., Patrizio, K. M., & Horwitz, J. R. (2012). Agency through teacher education: Reflection, community, and learning. Rowman & Littlefield education.
Giddens, A. (1984). The Constitution of Society: Outline of the theory of structuration. Cambridge university press.
Greeno, J. G. (2006). Authoritative, accountable positioning and connected, general knowing: Progressive themes in understanding transfer. Journal of the Learning Sciences, 15(4), 537-547. https://doi.org/10.1207/s15327809jls1504_4
Heikonen, L., Pietarinen, J., Toom, A., Soini, T., & Pyhältö, K. (2020). The development of student teachers’ sense of professional agency in the classroom during teacher education. Learning: Research and Practice, 6(2), 114-136. https://doi.org/https://doi.org/10.1080/23735082.2020.1725603
Heubeck, B. G., & Neill, J. T. (2000). Confirmatory factor analysis and reliability of the Mental Health Inventory for Australian adolescents. Psychological Reports, 87(2), 431-440. https://doi.org/10.2466/pr0.2000.87.2.431
Hökkä, P., & Eteläpelto, A. (2014). Seeking new perspectives on the development of teacher education: A study of the Finnish context. Journal of Teacher Education, 65(1), 39-52. https://doi.org/10.1177/0022487113504220
Imants, J., & Van der Wal, M. M. (2020). A model of teacher agency in professional development and school reform. Journal of Curriculum Studies, 52(1), 1-14. https://doi.org/10.1080/00220272.2019.1604809
Izadinia, M. (2012). Teacher educators as role models: A qualitative examination of student teacher's and teacher educator's views towards their roles. Qualitative Report, 17(47), 1-15.
Jääskelä, P., Poikkeus, A. M., Vasalampi, K., Valleala, U. M., & Rasku-Puttonen, H. (2017). Assessing agency of university students: Validation of the AUS Scale. Studies in Higher Education, 42(11), 2061-2079. http://dx.doi.org/10.1080/15391523.2017.1343691
Leijen, A., Pedaste, M., & Baucal, A. (2021). Assessing student teachers’ agency and using it for predicting commitment to teaching. European Journal of Teacher Education, 1-17. https://doi:10.1080/02619768.2021.1889507
Leijen, A., Pedaste, M., & Lepp, L. (2020). Teacher agency following the ecological model: How it is achieved and how it could be strengthened by different types of reflection. British Journal of Educational Studies 68 (3): 295-310. https://doi:10.1080/00071005.2019.1672855
Lortie, D. (1975). Schoolteacher: A sociological study. The University of Chicago Press.
MacKenzie, S. B. (2003). The dangers of poor construct conceptualization. Academy of Marketing Science, 31(3), 323-326. https://doi.org/10.1177/0092070303254130
Malmberg, L. E., & Hagger, H. (2009). Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day‐to- day experiences. British Journal of Educational Psychology, 79(4), 677-694. https://doi.org/10.1348/000709909X454814
Mazandarani, O., & Troudi, S. (2017). Teacher evaluation: What counts as an effective teacher? In S., Hidri, & C., Coombe (Eds.), Evaluation in foreign language education in the Middle East and North Africa (pp. 3-28). Springer. https://doi.org/10.1007/978-3-319-43234-2_1
Mazandarani, O., & Troudi, S. (2022). Measures and features of teacher effectiveness evaluation: Perspectives from Iranian EFL lecturers. Educational Research for Policy and Practice, 21(1), 19-42. https://doi.org/10.1007/s10671-021-09290-0
Molla , T., & Nolan, A. (2020). Teacher agency and professional practice. Teachers and Teaching, 26(1), 67-87. https://doi.org/10.1080/13540602.2020.1740196
Munby, H., Russell, T., & Martin, A. K. (2001). Teachers' knowledge and how it develops. In V. Richardson (Ed.), Handbook of research on teaching (pp. 877-904). Routledge.
Priestley, M., Biesta, G. J., & Robinson, S. (2013). Teachers as agents of change: Teacher agency and emerging models of curriculum. In M. Priestley, & G. J. Biesta (Eds.), Reinventing the curriculum: New trends in curriculum policy and practice (pp. 187-206). Bloomsbury academic.
Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency: An ecological approach. Bloomsbury academic. https://doi:10.5040/9781474219426
Pyhalto, K., Soini, T. & Pietarinen, J. (2012). Comprehensive school teachers’ professional agency in large-scale educational change. Journal of Educational Change, 13(1), 95-116. https://doi.org/10.1007/s10833-013-9215-8
Riazi, A. M., & Razavipour, K. (2011). Agency of EFL teachers under the negative backwash effect of centralized tests. International Journal of Language Studies, 5(2), 263-282.
Rostami, F., & Yousefi, M. H. (2020). Iranian novice English teachers’ agency construction: The complexity dynamic/system perspective. Asian-Pacific Journal of Second and Foreign Language Education, 5(4). https://doi.org/10.1186/s40862-020-00082-2
Sahragard, R., & Rasti, A. R. (2017). Making sense of EFL teacher agency: Insights from an Iran case study. Journal of English Language Teaching and Learning University of Tabriz, 19, 145-168.
Sen, A. (1999). Development as freedom. Oxford university press.
Soini, T., Pietarinen, J., Toom, A., & Pyhalto, K. (2015). What contributes to first-year student teachers’ sense of professional agency in the classroom? Teacher and Teaching, 21(6), 641-659. https://doi.org/10.1080/13540602.2015.1044326
Tao, J., & Gao, X. (2017). Teacher agency and identity in curricular reform. Teaching and Teacher Education, 63, 346-355. https://doi.org/10.1016/j.tate.2017.01.010
Toom, A., Pietarinen, J., Soini, T., & Pyhalto, K. (2017). How does learing environment in teacher eduation teacher education cultivates first year student teachers' sense of professional agency in the profsional communty? Teaching and Teaher eduation, 63, 123-126. https://doi.org/10.1016/j.tate.2016.12.013
Turnbull, M. (2005). Student teacher professional agency in the practicum. Asia-Pacific Journal of Teacher Education, 33(2), 195-208. https://doi.org/10.1080/13598660500122116
Van der Heijden, H. R. M. A., Beijaard, D., Geldens, J. J. M., & Popeijus, H. L. (2018). Understanding teachers as change agents: An investigation of primary school teachers’ self-perception. Journal of Educational Change, 19(3), 347-373. https://doi.org/10.1007/s10833-018-9320-9
Van velzen, C., Volman, M., Brekelmans, M., & White, S. (2012). Guided work- based learning: Sharing practical teaching knowledge with student teachers. Teaching and Teacher Education, 28(2), 229-239. https://doi.org/10.1016/j.tate.2011.09.011 | ||
|
آمار تعداد مشاهده مقاله: 1,401 تعداد دریافت فایل اصل مقاله: 959 |
||