Teacher agency and dialogic feedback

What is it about?

‘Giving’ feedback to teachers as part of a performance culture is a view of teacher professional development that undermines teacher agency and does not contribute to a robust conception of teacher learning. This engagement with teacher agency recognises the situatedness of teacher learning and transformative professional learning processes. This paper furnishes ecological examples of teacher agency derived from a qualitative study into teachers' feedback practices. It complements existing literature on agency as a collaborative concept.

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