Teacher agency development proceeds through temporal phases in which different subsystems dominate¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a single-teacher qualitative case study, certain subsystems played a more dominant role at given stages of agency development, with dominance shifting over time. → Qi 2022

Evidence¶

Qi 2022¶

Qi, G. Y., & Wang, Y. (2022). Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom. The JALT CALL Journal, 18(1). https://doi.org/10.29140/jaltcall.v18n1.569

q2 · i? · qualitative · r3

Qualitative thematic analysis of one teacher's written reflection and interviews across three periods of a semester. The authors report that subsystems "played a more prominent role in certain contexts and at certain periods", e.g. past experiences dominating early and classroom affordances later.

"This interplay has a temporal quality in that certain subsystems played a more prominent role in certain contexts and at certain periods of her agency development, with other subsystems receding to the background."

Discussion¶

Related Claims¶

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• Dynamic self-regulation of brain subsystems enables simultaneous multisource learning beyond conscious attention — related
• Review reports the Wikiglass learning analytics tool study shows interplay between teacher and student use of the tool — related
• Contextual resources shape teachers' agentic responses in challenging situations, which in turn shape their interpretations of student behavior and possibilities for responsiveness — related