Teachers' Perceived Professional Space and their Agency

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Title:	Teachers' Perceived Professional Space and their Agency
Author(s):	Oolbekkink-Marchand, H.W. ; Hadar, L.L.; Smith, K.; Ulvik, M.; Helleve, I.
Publication year:	2017
Source:	Teaching and Teacher Education, vol. 86, (2017), pp. 37-46
Number of Pages:	9 p.
ISSN:	0742-051X
Related links:	http://www.sciencedirect.com/science/article/pii/S0742051X16302177
DOI:	http://dx.doi.org/10.1016/j.tate.2016.11.005
Annotation:	15 december 2016
Publication type:	Article / Letter to editor
Please use this identifier to cite or link to this item : https://hdl.handle.net/2066/167025
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Subject:	Cultivating Creativity in Education
Organization:	Radboud Docenten Academie (RDA)
Journal title:	Teaching and Teacher Education
Volume:	vol. 86
Page start:	p. 37
Page end:	p. 46
Abstract:	In order to increase student performance, governments stress the importance of standardization for teaching which is seen as a threat to teachers' professionalism. In this small-scale study we investigated the way teachers use their professional space in these changing circumstances. We studied eighteen cases of secondary education teachers in-depth, using observations, interviews, and storylines. Our analyses revealed two types of trajectories which can be characterized by bounded and contested agency. In both trajectories the importance of personal factors and environmental factors were acknowledged. Insights into the relation between perceived space and agency can promote our understanding of teacher professionalism.