Transformative professional learning -an ecological approach to agency through critical reflection
What is it about?
Within the global economy, education leverages social and economic improvement. Teachers are positioned as drivers and agents of compliance within change processes. Addressing this concern, we investigate intern teacher agency, as transformative professional learning, that occurs through a process of critical reflection. Critical reflection is conceived as an important element of teacher agency within the current political milieu. This article addresses the role of critical reflection in school-based intern teacher professional learning (PL). It is argued that intern teacher agency is inherent in transformative PL characterized through partnerships, which provide scope for decision-making and critical reflection.
Why is it important?
The article commences with an exploration of trends in teacher professional learning. It proceeds with an account of the emergent and ecological nature of agency and an explanation of critical reflection as an integral aspect of intern teacher agency. A framework is introduced that synthesizes Biesta et al.’s (2015) model of agency as a chordal triad with the framework for reflective practice (Jones, 2012). Finally, we illustrate Transformative Professional Learning through an intern teacher case to frame agency as an enactment of critical reflection that affords Transformative Professional Learning.
The following have contributed to this page: Dr Jennifer Charteris