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The Teacher Educator’s Perceptions of Professional Agency Pre-Covid: the Paradox of Enabling and Hindering Digital Professional Development in Higher Education
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. (LINA)
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. (LINA)ORCID iD: 0000-0003-1391-3346
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. (LINA)ORCID iD: 0000-0001-5248-771X
2021 (English)In: (Re)imagining & Remaking Teacher Education / [ed] Mhairi Beaton,Tatjana Bicjutko, Diola Bijlhout, Birger Brevik, Cornelia Connolly, Katarzyna Brzosko-Barratt, Miroslava Cernochova, Chandrika Devarakonda, Joanna Dobkowska, Dobromir Dziewulak, Onur Ergunay, Eskisehir Osmangazi, Maria Assunção Flores, Mercé Gisbert,Lorraine Harbison, Ellen Beate Hellne-Halvorsen, Pilar Ibáñez-Cubillas, Kalina Jastrzębowska, Hanneke Jones, Cendel Karaman, Steinar Karstensen, Anna Kowalewska, Virginia Larraz, Laurinda Leite, Caro Lemeire, Monique Leygraaf, Joanna Madalińska-Michalak, Urszula Markowska-Manista, Deirdre Murphy, Marino Elizabeth Oldham, Davide Parmigiani, Marta Pietrusińska, Marlena Plebańska, David Powell, José G. Puerta, Blerim Saqipi, Olena Shyyan, Borge Skåland, Ronny Smet, Marek Smulczyk, Milan Stojkovic, Agnieszka Szplit, Jan Kochanowski, Elizabeth White, Anna Zielińska, & Małgorzata Żytko, Association for Teacher Education in Europe (ATEE) , 2021, p. 193-194Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In digital working life, the individual must take increasingly more responsibility for constructing their way forward. It is up to the individual, in general, to seek knowledge and to learn - to learn for work and life (Eteläpelto, Vähäsantanen, Hökkä, & Paloniemi, 2013; Roumbanis Viberg, Forslund Frykedal, & Hashemi Sofkova, 2019). The aim of this study was to investigate professional agency in the context of higher education as manifested in Swedish teacher educators’ perceptions regarding their working life in a digital pre-Covid society, and to seek to obtain insights on salient factors influencing professional agency and identity. Eighteen semi-structured interviews with teacher educators working at four different universities were analyzed using directed content analysis.The theoretical perspective taken is a subject-centered socio-cultural approach to professional agency (Eteläpelto et al., 2013). This is an approach in which the social context (the socio-cultural conditions) and individuals’ agency (professional subjects) are mutually constitutive but analytically separate. Agency is something that is exercised, and in this study professional agency was explored in the work context, in teaching practice and in relation to professional identity. The results of this study not only confirm the complexity of being a professional TE in these times of digitalization, but more importantly demonstrate a paradox in the TEs perceived high agency that both enables and hinders self-development (the individual) as well as the development of the working community, the organization, and the university. The TEs feel they have professional autonomy and space, which in this study gave rise to exercising agency mainly to keep their current teacher identity and manage their practice. The study implies that considerations and understandings of the TE’s autonomy and perceived agency are significant for the professional and work development.

Place, publisher, year, edition, pages
Association for Teacher Education in Europe (ATEE) , 2021. p. 193-194
Keywords [en]
learning, working life
National Category
Pedagogy
Research subject
Work Integrated Learning
Identifiers
URN: urn:nbn:se:hv:diva-21162ISBN: 9789082506570 (print)OAI: oai:DiVA.org:hv-21162DiVA, id: diva2:1826402
Conference
45th ATEE Annual Conference 2020/2021 Conference Brochure University of Warsaw, Poland
Available from: 2024-01-11 Created: 2024-01-11 Last updated: 2024-01-11Bibliographically approved

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Roumbanis-Viberg, AnnaForslund Frykedal, KarinSofkova Hashemi, Sylvana

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