Supporting transformative agency in initial teacher education: A Change Laboratory in China

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction Pub Date : 2024-06-17 DOI:10.1016/j.lcsi.2024.100838

Ge Wei , Annalisa Sannino

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引用次数: 0

Abstract

Studies of teacher agency need analytical frameworks with processual and collective perspectives in support of the transformation of educational institutions and practitioners. The framework of transformative agency by double stimulation (TADS) from cultural-historical activity theory is used as a lens to inquire how a Change Laboratory in initial teacher education in China supported teacher agency. Our analysis traces the occurrence of the TADS phases during six online Change Laboratory sessions and the distribution of these phases among 13 participants and two researchers, moving toward a major transformation of the institutional strategies for mentoring school placement. Our findings verify the usability of the TADS model for capturing transformative teacher agency as a stepwise process. The analysis shows the nonlinear character of the TADS process, requiring adaptation to context-specific contingencies. The distribution of TADS phases among the participants and researchers reveals the collective and relational nature of teacher agency in transformation efforts.

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支持初始教师教育中的变革机构：中国的变革实验室

对教师能动性的研究需要具有过程性和集体性视角的分析框架，以支持教育机构和从业人员的转型。我们以文化历史活动理论中的 "双重刺激转化代理"（TADS）框架为视角，探究中国初始教师教育变革实验室如何支持教师代理。我们的分析追踪了六次在线 "变革实验室 "课程中出现的 TADS 阶段，以及这些阶段在 13 位参与者和两位研究者之间的分布情况，从而揭示了指导学校安置的机构策略的重大转变。我们的研究结果验证了 TADS 模型的可用性，该模型可以捕捉作为一个渐进过程的变革性教师能动性。分析表明，TADS 过程具有非线性特征，需要适应具体情况的变化。TADS 各阶段在参与者和研究者之间的分布揭示了教师在转型过程中的集体性和关系性。

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来源期刊

Learning Culture and Social Interaction EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

10.50%

发文量