TEACHER AGENCY FOLLOWING THE ECOLOGICAL MODEL: HOW IT IS ACHIEVED AND HOW IT COULD BE STRENGTHENED BY DIFFERENT TYPES OF REFLECTION
Open accessAbstract
This article draws on the ecological model of teacher agency and elaborates on how teacher agency is achieved, its components and how it could be strengthened. This model highlights professional competence, structural and cultural context, and professional purpose as the main elements of achieving agency. In this paper, we specify some elements of the ecological model and elaborate on how three types of reflection could be used to strengthen conditions for achieving teacher agency. These include, first, procedures aimed at articulating the theory of action, including effective strategies, rules and principles for practice; second, procedures of practical reflection, aimed at fostering the conceptualization of practice and the understanding of oneself as a teacher; and third, procedures of critical reflection, which help to address the inequalities and malpractices of education and society. The main importance of this paper is to extend the practical relevance of the ecological model for teacher learning settings.
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Much recent research which considers teacher agency has drawn on the ecological approach articulated by Priestley et al. (2015).
“Much recent research (e.g.Erss, 2018;Leijen et al., 2020) which considers teacher agency has drawn on the ecological approach articulated by Priestley et al. (2015).”
From Space as a lens for teacher agency: A case study of three beginning teachers in England, <scp>UK</scp> (2024) · cites this paper as Leijen et al., 2020
Cites
Knowledge and teaching: Foundations of the new reform
Shulman, L. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j463w79r56455411 · Cited by 16,787 · see citing works
The role of beliefs in teacher agency
Biesta, G., Priestley, M., & Robinson, S. (2015) · Teachers and Teaching · doi:10.1080/13540602.2015.1044325 · Cited by 1,318 · cited 8× · see citing works
“As Priestley, Biesta and Robinson (Biesta et al., 2015; Priestley et al., 2015) showed, reflection in action is quite common among teachers, but it can also be very limited.”
BackgroundResultInfluentialActing as accountable authors: Creating interactional spaces for agency work in teacher education
Lipponen, L., & Kumpulainen, K. (2011) · Teaching and Teacher Education · doi:10.1016/j.tate.2011.01.001 · Cited by 408 · see citing works
Stillman, J., & Anderson, L. (2015) · Teachers and Teaching · doi:10.1080/13540602.2015.1044330 · Cited by 63 · see citing works
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Rushton, E. A. C., & Bird, A. (2024) · The Curriculum Journal · doi:10.1002/curj.224 · Cited by 28 · see citing works
“Much recent research (e.g. Erss, 2018; Leijen et al., 2020) which considers teacher agency has drawn on the ecological approach articulated by Priestley et al. (2015).”
Background
- Authors
- Leijen, Ä., Pedaste, M., & Lepp, L.
- Affiliations
- University of Tartu (EE)
- Corresponding author
- Leijen, Äli
- Venue
- British Journal of Educational Studies
- Publisher
- Informa UK Limited
- Published
- 2019-10-11
- Volume
- 68
- Issue
- 3
- Pages
- 295-310
- ISSN
- 0007-1005 (ISSN-L)
- 1467-8527
- OpenAlex
- W2979618892
- Cited by
- 192
- References
- 4
- Citations by year
- 2026: 37 · 2025: 35 · 2024: 34 · 2023: 31 · 2022: 24 · 2021: 15 · 2020: 16
- FWCI
- 37.10
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- British Journal of Educational Studies (publishedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Reflective Practices in Education
- Social Sciences › Arts and Humanities › Philosophy › Education, Philosophy, and Society
- Keywords
- teacher agency, ecological model, reflective practice, critical reflection, practical reflection, professional competence, professional purpose, philosophy of action, teacher learning, educational inequality, school culture
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