Teacher educators’ collective professional agency and identity – Transforming marginality to strength

Päivi Hökkä; Katja Vähäsantanen; Salme Mahlakaarto

doi:10.1016/j.tate.2016.12.001

Teacher educators’ collective professional agency and identity – Transforming marginality to strength

Päivi Hökkä, Katja Vähäsantanen, Salme Mahlakaarto

Research output: Contribution to journal › Article › Scientific › peer-review

111 Citations (Scopus)

Abstract

This study investigated teacher educators’ collective professional agency and identity within an identity coaching programme. The participants in the programme were teacher educators from the field of arts and crafts education. Through a shared process involving increased trust and togetherness, the teacher educators became empowered in terms of their collective identity and agency. The study points to the importance of addressing individual narratives and learning pathways in seeking to understand emergent collective agency and identity in professional contexts. Our theoretical contribution includes an advanced understanding of collective identity and agency, and of their close relationship.

Original language	English
Pages (from-to)	36-46
Number of pages	11
Journal	TEACHING AND TEACHER EDUCATION
Volume	63
DOIs	https://doi.org/10.1016/j.tate.2016.12.001
Publication status	Published - 1 Apr 2017
Externally published	Yes
Publication type	A1 Journal article-refereed

Funding

We would like to warmly thank Donald Adamson for proofreading the manuscript. This work was supported by the Academy of Finland under Grant number 288925 [The Role of Emotions in Agentic Learning at Work].

Keywords

Arts and crafts education
Collective agency
Collective identity
Teacher education

ASJC Scopus subject areas

Education

Access to Document

10.1016/j.tate.2016.12.001

Cite this

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title = "Teacher educators{\textquoteright} collective professional agency and identity – Transforming marginality to strength",

abstract = "This study investigated teacher educators{\textquoteright} collective professional agency and identity within an identity coaching programme. The participants in the programme were teacher educators from the field of arts and crafts education. Through a shared process involving increased trust and togetherness, the teacher educators became empowered in terms of their collective identity and agency. The study points to the importance of addressing individual narratives and learning pathways in seeking to understand emergent collective agency and identity in professional contexts. Our theoretical contribution includes an advanced understanding of collective identity and agency, and of their close relationship.",

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AB - This study investigated teacher educators’ collective professional agency and identity within an identity coaching programme. The participants in the programme were teacher educators from the field of arts and crafts education. Through a shared process involving increased trust and togetherness, the teacher educators became empowered in terms of their collective identity and agency. The study points to the importance of addressing individual narratives and learning pathways in seeking to understand emergent collective agency and identity in professional contexts. Our theoretical contribution includes an advanced understanding of collective identity and agency, and of their close relationship.

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