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État de publication: publié
Nom de la revue: European Journal of Educational Research
Volume: 11
Numéro: 4
Intervalle de pages: 2459-2476
URL: https://www.eu-jer.com/methodology-to-study-teacher-agency-a-systematic-review-of-the-literature
Résumé: Teacher agency is a set of actions that a teacher takes beyond what is generally expected of them. The concept merits examination, as agency can bolster teachers’ ability to set and achieve professional development goals. To better understand how to study, and use, this relatively new concept in the academic literature, a systematic review of 164 publications written by researchers from 41 countries was conducted in order to document the research approaches used to study teacher agency, the participants whose agency was documented in a school setting, the methodology used and the type of analysis performed. The study found that teacher agency has been documented qualitatively in the form of case studies comprising interviews of a small number of individuals, with no consensus in terms of interview protocol. In most cases, the results are analyzed using emergent coding. The way that agency is documented varies but is most often underpinned by an ecological approach.
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