Teacher Agency and Professional Learning: Rethinking Fidelity of Implementation as Multiplicities of Enactment
Item
Title
Teacher Agency and Professional Learning: Rethinking Fidelity of Implementation as Multiplicities of Enactment
Abstract/Description
In this paper we use practice theory, with its focus on the interplay of structure and agency, to theorize about teacher engagement in professional learning and teacher enactment of pedagogical practices as an alternative to framing implementation research in terms of program adherence and fidelity of implementation. Practice theory allowed us to reconsider assumptions about characteristics of effective teacher professional learning, and to rethink our own notions of agency. Using data from our three-year middle school science teacher professional learning project, Language-rich Inquiry Science with English Language Learners (LISELL), we discuss how individual teachers negotiated power structures of schooling and exerted their agency in ways that were influenced by their project participation. Framing our work in terms of engagement and enactment, we theorize about how a structure-agency dialectic challenging assumptions about effective teacher professional learning can support new ways of thinking about implementation research in education.
Author/creator
Date
In publication
Volume
52
Issue
4
Pages
489-502
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
1098-2736
URL
Citation
Buxton, C. A., Allexsaht-Snider, M., Kayumova, S., Aghasaleh, R., Choi, Y.-J., & Cohen, A. (2015). Teacher Agency and Professional Learning: Rethinking Fidelity of Implementation as Multiplicities of Enactment. Journal of Research in Science Teaching, 52(4), 489–502. https://doi.org/10.1002/tea.21223
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| Title | Alternate label | Class |
|---|---|---|
 Introducing Improvement Research in Education |
Book Chapter |
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