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

Tutkimustuotos: Artikkeli › Tieteellinen › vertaisarvioitu

114 Sitaatiot (Scopus)

Abstrakti

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.

Alkuperäiskieli	Englanti
Sivut	36-46
Sivumäärä	11
Julkaisu	TEACHING AND TEACHER EDUCATION
Vuosikerta	63
DOI - pysyväislinkit	https://doi.org/10.1016/j.tate.2016.12.001
Tila	Julkaistu - 1 huhtik. 2017
Julkaistu ulkoisesti	Kyllä
OKM-julkaisutyyppi	A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä

Rahoitus

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].

!!ASJC Scopus subject areas

Education

Pääsy asiakirjaan

10.1016/j.tate.2016.12.001

Siteeraa tätä

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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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AU - Vähäsantanen, Katja

AU - Mahlakaarto, Salme

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N2 - 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.

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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KW - Collective identity

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