A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform
A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform
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DOI：
10.1016/j.tate.2005.06.003
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发表时间：
2005-11-01
影响因子：
3.9
通讯作者：
Lasky, S
中科院分区：
文献类型：
--
作者：
Lasky, S
本文采用社会文化理论透镜，纳入中介机构[Wertsch et al.（1993）。社会文化对代理的态度。以. Forman，N. Mr. McCarthy，& A. Stone（Eds.），学习儿童发展中的社会文化动力学的背景（pp. 336-357）。纽约：牛津大学出版社]，以研究教师身份，机构和背景之间的动态相互作用，因为这些影响中学教师如何报告经历专业脆弱性，特别是在他们的能力，以实现他们的主要目的，在教学学生。两个中介系统，塑造教师机构和他们的专业脆弱性进行了讨论。这些因素是：（a）早期对教师身份的影响;（B）当前的改革背景。访谈数据显示，政治和社会背景沿着早期教师发展，塑造了教师的认同感和教师的使命感。调查和访谈数据表明，教师身份与对新改革任务的期望之间存在脱节。在新的改革背景下，教师能动性受到明显的制约。教师们努力保持公开的脆弱与他们的学生，并创造信任的学习环境，他们形容为一个更管理的职业与责任的压力增加。还讨论了未来研究的方向。(c)2005爱思唯尔有限公司保留所有权利。
This paper uses a sociocultural theoretical lens, incorporating mediated agency [Wertsch et al. (1993). A sociocultural approach to agency. In A. Forman, N. Minick, & A. Stone (Eds.), Contexts for learning sociocultural dynamics in children's development (pp. 336-357). New York: Oxford University Press] to examine the dynamic interplay among teacher identity, agency, and context as these affect how secondary teachers report experiencing professional vulnerability, particularly in terms of their abilities to achieve their primary purposes in teaching students. Two mediational systems that shape teacher agency and their professional vulnerability are addressed. These are: (a) the early influences on teacher identity; and (b) the current reform context. Interview data revealed that the political and social context along with early teacher development shaped teachers' sense of identity and sense of purpose as a teacher. Survey and interview data indicate that there was a disjuncture between teacher identity and expectations of the new reform mandates. Teacher agency was clearly constrained in the new reform context. Teachers struggled to remain openly vulnerable with their students, and to create trusting learning environments in what they described as a more managerial profession with increased accountability pressures. Directions for future research are also discussed. (c) 2005 Elsevier Ltd. All rights reserved.