Abstract
This paper reports on a participatory action research study that aimed to enable teacher agency. The study, which worked with 14 language teachers, was underpinned by critical pedagogy and shaped by a critical paradigm. Within three participatory action research cycles, interventions were used to facilitate the teachers’ understanding and enactment of agency. After each cycle, data was generated using visual representations, opinion pieces, open-ended questionnaires, and written pieces. It was found that explicit teaching about agency is required to enable understanding of the concept. In addition, as the teachers worked within the study, they reflected increased independence in thought, words and action. Further, they recognised the need to be a life-long learner and a reflexive teacher-practitioner, mindful of the possible transformations within their professional identities.
Presenters
Ansurie PillayAssociate Professor, School of Education, University of KwaZulu-Natal, Kwazulu-Natal, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Educational Organization and Leadership
KEYWORDS
Teacher Agency, Participatory Action Research, Interventions, Reflexivity, Transformation, Teacher Identity
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