Inquiring into Practice and Agency

Abstract

The teaching profession calls for professionals who are theoretical, pedagogical and critical as they influence teaching, learning and the reconstruction of schools. One of the “myths and legends” about teachers is that they are mostly interested to hear about practical ideas for their teaching and often resist theories behind their practice or theoretical analysis. If they do not take a stance towards education or are not aware of where they stand, their behavior or actions can manifest in ‘excessive teacher entitlement’ as a response to unreasonable demands or pressure. In this chapter focus will be centered on how teachers and educators inquire into practice and professional capacities in order to recognize their identities, roles, and pedagogical and theoretical background. This chapter's purpose is to understand the complexity of supporting teachers to create their agency and to find ways to support them in their transition.

Citation

Guðjónsdóttir, H. (2021), "Inquiring into Practice and Agency", Ratnam, T. and Craig, C.J. (Ed.) Understanding Excessive Teacher and Faculty Entitlement (Advances in Research on Teaching, Vol. 38), Emerald Publishing Limited, Leeds, pp. 241-256. https://doi.org/10.1108/S1479-368720210000038017