Framework of the teacher agency system: agency as multi-layered interacting subsystems¶

Theory · All theories
Evidence · 5 claims (5 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 5 claims rest on one study

Description¶

The article proposes a framework of teacher agency as a complex dynamic system. It states that "teacher agency is a system composed of multi-layers of subsystems" and that agency is "a product of the constant interaction amongst these interconnected and interdependent subsystems". Seven key subsystems are named: value system, environment, self-identity, andragogical/pedagogical competency, reflection, reaction to demands, and experiences, each containing further subsystems. The framework was derived from one teacher's semester-long trajectory in a blended classroom.

Design Implications¶

Context¶

Requirements¶

• Requires a systems (CDST) lens that traces subsystem interaction over time rather than isolating individual factors

Constraints¶

• The authors state the framework "cannot be applied as it is to map out the subsystems of other teachers' agency system" and serves only as a reference

Target Learners¶

• language teachers in online and blended higher-education settings

Target Learning Objectives¶

• teacher agency development
• teacher adaptation to blended and synchronous online delivery

Claims¶

• The teacher's agency system reached dynamic stability at the edge of chaos in the final period [+W]
• Teacher agency development proceeds through temporal phases in which different subsystems dominate [+W]
• Challenges of blended delivery catalyse opportunities for teacher agency growth [+W]
• Blended teaching shifted the teacher's self-identity from facilitator to co-facilitator and co-designer with students [+W]
• A teacher's positive initial response to blended delivery was shaped by experience, TELL beliefs and personality [+W]

Related Theories¶

• Complex Dynamic Systems Theory frames learner language as hierarchical, interdependent subsystems in dynamic relations over time
• Systems-theory view of the infant as a competent adaptive system

Examples¶

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Key Sources¶

• 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