Teacher agency and professional learning communities; what can Learning Rounds in Scotland teach us?
Open accessAbstract
Recently there has been growth in researching teacher agency. Some research has considered the relationship between teacher agency and professional learning. Similarly, there has been growing interest in professional learning communities as resources for professional learning. Connections have been made between professional learning communities and teacher agency, with professional learning communities seen as an affordance for the exercise of teacher agency. However, it has also been argued that there is little detailed evidence of what happens inside professional learning communities or of teacher agency in action. The research reported here focuses on a form of professional learning community from Scotland: Learning Rounds. It uses data from transcripts of post-classroom observation conversations to consider the extent to which Learning Rounds provide an affordance for teacher agency and the extent to which that affordance is utilised. This research makes a contribution in three ways: adding to an empirical understanding of what happens in professional learning communities; understanding how teacher agency is (or is not) exercised in practice; and considering what factors might affect the utilisation (or otherwise) of affordances for teacher agency. The article concludes with several recommendations for developing effective professional learning communities as an affordance for teacher agency.
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Written from the paper’s full text.
TL;DR
This study analyses transcripts of post-observation debrief conversations from four Scottish Learning Rounds to examine whether Learning Rounds afford practical-evaluative teacher agency and whether teachers use that affordance. It finds little evidence of agency in three schools, linked to absent explicit theories of action, audit-like observation, and lack of alternative discourses, while one school showed nascent fine-grained pupil-focused observation that did not challenge practice.
Key findings
- In three of the four schools studied (Schools B, C and D), there was scant evidence in the transcripts that Learning Rounds were being utilised as an affordance for teacher agency; this was attributed to no explicit theory of action, an implicit acceptance of externally produced models of good practice, and slippage into “audit” or “ticking off” prescribed strategies.
- None of the groups of teachers explicitly articulated a theory of action during discussion; this resulted in an implicit theory of action that could not be challenged and became a “finished” theory of action, which City et al (2009, p.53) argue “ceases to function as a learning tool and it becomes a symbolic artefact, useful primarily as a tool for legitimising … authority.”
- Constraints included observing what the teacher was doing more than what pupils were doing, recording in molar units (e.g. “peer assessment happened”), and large numbers of observation foci leading to an audit approach rather than sustained detailed consideration of a single focus.
- In School A, there were emerging examples of teachers observing the effects of teachers’ actions by focusing on pupils’ responses in detail and making relatively fine-grained distinctions, but these insights did not feed back into challenging or refining a theory of action because no theory of action was explicitly articulated, and they tended to peter out and return to an audit approach.
Methods
- Four Learning Rounds post-observation debriefing discussions were audio recorded and transcribed by Author 2; the discussions took place in four different schools, each in a different local authority, and each discussion was about an hour long.
- The schools were chosen as both a convenience sample and a purposive sample: convenience because they were known to be carrying out Learning Rounds at the time, and purposive because they represented four different Local Authorities and were therefore more likely to present a wider picture of practice.
- Transcripts were read through iteratively by both authors (initially separately and then together) and analysed to identify what the teachers involved had observed, what they were discussing, and how they were discussing it, with particular alertness to the extent to which key features of Instructional and Learning Rounds were evident.
Limitations
- The paper states: “Limitations of space mean findings from the data will only be summarised here,” with a more detailed presentation and discussion of the data found in Author 1 and Author 2 (2015).
- Evident from the text: the study draws on only four post-observation debrief discussions, each about an hour long, from a convenience and purposive sample of four schools in four local authorities, limiting the basis for generalisation.
- Evident from the text: the analysis focuses on transcripts of post-observation debriefing discussions rather than the full Learning Rounds process or observation records, and Table 1 is referenced but not included in the provided text, so school and participant details cannot be verified from this text.
Model-written summary. Check it against the paper before relying on it.
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Cites
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Claims the paper makes
7 of 66 cited sources checked · 6 supported · 0 flagged · accuracy not yet measured
- Findingcitation§ Findings · p. 11
Most of the recurring foci grouped around techniques associated with assessment for learning.
“Most of the recurring foci grouped around techniques associated with assessment for learning (Wiliam 2011)”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites Wiliam 2011 source
- Premisecitation§ Discussion · p. 16
As long as the goals and measure of success are set by others and teachers are held to account in relation to these, the scope for teacher agency will be limited.
“As long as the goals and measure of success are set by others and teachers are held to account in relation to these, the scope for teacher agency will be limited.”
Quote in the paperSubstantial claim1 of 2 sources checked - Premisecitation§ Discussion · p. 14
The Scottish teachers in Biesta, Priestley and Robinson's (2015) research had a very similar set of views about teaching, learning and education more broadly, even though they were from diverse locations and sectors.
“Biesta, Priestley and Robinson (2015) report that the Scottish teachers in their research had a very similar set of views about teaching, learning and education more broadly, even though they were from diverse locations and sectors.”
Quote in the paperSubstantial claim1 of 1 sources checked- cites Biesta, Priestley and Robinson (2015) source
- Premisecitation§ Discussion · p. 14
Biesta, Priestley and Robinson (2015) report a similar experience in their research on teacher agency.
“Biesta, Priestley and Robinson (2015) report a similar experience in their research on teacher agency.”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites Biesta, Priestley and Robinson (2015) source
- Findingown data§ Findings · p. 11
All four schools were making use of agreed foci for observations.
“All four schools were making use of agreed foci for observations (see table 1)”
Quote in the paperNot a substantial claim
- Findingreasoning§ Findings · p. 12
As a result, the nascent insights in school A tended to peter out and return to an audit approach.
“As a result the nascent insights tended to peter out and return to an audit approach.”
Quote in the paperNot a substantial claim - Findingown data§ Findings · p. 12
In three of the four schools studied (Schools B, C and D) there was scant evidence in the transcripts that Learning Rounds were being utilised as an affordance for teacher agency.
“In three of the four schools studied (Schools B, C and D) there was scant evidence in the transcripts that Learning Rounds were being utilised as an affordance for teacher agency.”
Quote in the paperSubstantial claim- Rests on an assumption: Post-observation debriefing discussions are a sufficient site for observing teacher agency.
- Findingown data§ Findings · p. 12
None of the groups of teachers explicitly articulated a theory of action during the discussion.
“None of the groups of teachers explicitly articulated a theory of action during the discussion (that is, articulated what their assumptions were about cause and effect in the classroom in relation to particular 'problems of practice').”
- Also stated in: § Discussion · p. 13 · plain
“Teachers did not explicitly articulate assumptions about cause and effect in the classroom so they had no falsifiable theory to test.”
Quote in the paperSubstantial claim - Also stated in: § Discussion · p. 13 · plain
- Findingown data§ Findings · p. 12
In school A there were emerging examples of teachers observing the effects of teachers' actions by focusing on pupils' responses in detail and making relatively fine grained distinctions about exactly how teachers carried out actions rather than just using molar categories.
“In contrast, in the fourth school, school A there were emerging examples of teachers observing the effects of teachers' actions by focusing on pupils responses in detail and making relatively fine grained distinctions about exactly how teachers carried out actions rather than just using molar categories.”
Quote in the paperSubstantial claim - Findingown data§ Discussion · p. 14
The same similarity of views was found in the authors' research.
“This was the same in our research reported here.”
Quote in the paperSubstantial claim - Findingnone given§ Discussion · p. 17
The Learning Rounds researched here were largely set up by the teachers involved.
“The Learning Rounds researched here were largely set up by the teachers involved.”
Quote in the paperNot a substantial claim - Findingreasoning§ Discussion · p. 13
Teachers accepted evidence of the use of mandated good practice as by default the same thing as good practice.
“This led to accepting evidence of the use of mandated good practice as, by default, the same thing as good practice.”
Quote in the paperSubstantial claim - Findingown data§ Discussion · p. 14
The only discourse apparent in the authors' data was policy discourse or policy discourse mediated through LA or school mandates.
“The only discourse that was apparent in our data was policy discourse or policy discourse mediated through LA or school mandates.”
Quote in the paperSubstantial claim - Findingown data§ Discussion · p. 16
The data discussed here suggest that, in their current form, Learning Rounds (and by extension many professional learning communities) are technical-rationalist in that, at best, they focus on 'what works' in technical terms rather than asking broader questions about the nature and purpose of education and the identities of those involved.
“The data discussed here suggest that, in their current form, Learning Rounds (and by extension many professional learning communities) are technical-rationalist in that, at best, they focus on 'what works' in technical terms rather than asking broader questions about the nature and purpose of education and the identities of those involved.”
Quote in the paperSubstantial claim- Rests on an assumption: The Learning Rounds studied are representative of Learning Rounds in Scotland and, by extension, many professional learning communities.
- Findingreasoning§ Discussion · p. 13
Teachers had no evidence by which to judge the claims of mandated good practice.
“This meant that the teachers had no evidence by which to judge the claims of mandated good practice.”
Quote in the paperSubstantial claim - Findingreasoning§ Discussion · p. 13
Describing classroom practice in molar units rather than attending to specific details of pupils' actions and interactions meant teachers could not clearly discriminate the effects of procedures in the classroom.
“Describing in molar units (e.g. pupils carried out peer assessment) rather than attending to the specific details of pupils' actions and interactions mean that teachers could not clearly discriminate the effects of procedures in the classroom.”
Quote in the paperSubstantial claim - Findingown data§ Discussion · p. 15
Diversity, in terms of discourse at least, seemed to be lacking in the authors' data.
“Diversity, in terms of discourse at least, seemed to be lacking in our data.”
Quote in the paperSubstantial claim - Findingcitation§ Discussion · p. 17
Author 1 and Author 2 (2015) found that teachers participating in Learning Rounds often thought about them in terms of the procedures they had been taught rather than the underlying purposes of those procedures.
“Author 1 and Author 2 (2015) found that teachers participating in Learning Rounds often thought about them in terms of the procedures they had been taught rather than the underlying purposes of those procedures.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Author 1 and Author 2 (2015)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Findingcitation§ Discussion · p. 18
Author 1 and Author 2 (2015) identify that in the USA teachers' use of Instructional Rounds was developed through long engagement with the academics who developed the process.
“Author 1and Author 2 (2015) identify that in the USA teachers' use of Instructional Rounds was developed through long engagement with the academics who developed the process.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Author 1 and Author 2 (2015)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Findingreasoning§ Conclusion and Implications · p. 19
This study suggests that the iterational aspects of identity and practice may prove resistant to changes in practical-evaluative affordances.
“This study suggests that the iterational aspects of identity and practice may prove resistant to changes in practical-evaluative affordances.”
Quote in the paperSubstantial claim - Interpretationreasoning§ Findings · p. 12
In places the discussions seemed to slip into 'audit' in which teachers were most concerned with 'ticking off' whether they had seen certain strategies currently prescribed by the local authority or the school.
“In places this seemed to slip into 'audit' in which teachers seemed to be most concerned with 'ticking off' whether they had seen certain strategies currently prescribed by the local authority or the school.”
Quote in the paperSubstantial claim - Premisecitation§ Learning Rounds, Instructional Rounds and the Scottish Context · p. 10
There is little published empirical research on what happens inside either Instructional Rounds or Learning Rounds.
“In common with other forms of professional learning community, there is little published empirical research on what happens inside either Instructional Rounds or Learning Rounds.”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Rallis et al 2006 source
- cites Education Scotland 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationown data§ Findings · p. 12
The lack of explicit articulation of a theory of action resulted in an implicit theory of action that accepted externally produced models of good practice.
“This resulted in an implicit theory of action that accepted externally produced models of good practice (for example, if peer assessment was used by the teacher this was taken as evidence of good practice).”
Quote in the paperSubstantial claim - Premisecitation§ Abstract · p. 3
There is little detailed evidence of what happens inside professional learning communities or of teacher agency in action.
“However, it has also been argued that there is little detailed evidence of what happens inside professional learning communities or of teacher agency in action.”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Meirink, Meijer & Verloop 2007 source
- cites Riveros, Newton & Burgess 2012
- Premisereasoning§ Learning Rounds, Instructional Rounds and the Scottish Context · p. 10
The only published empirical data on what happens inside Learning Rounds is in Author 1 and Author 2 (2015).
“The only published empirical data is currently in Author 1 and Author 2 (2015).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Author 1 and Author 2 (2015)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation§ Learning Rounds, Instructional Rounds and the Scottish Context · p. 9
Guidance for teachers in Scotland on Learning Rounds differs in some respects from Instructional Rounds practice.
“Although they claim to be based on Instructional Rounds, guidance for teachers in Scotland on Learning Rounds (Education Scotland 2011; National CPD Team 2011) differs in some respects from the practice outlined above.”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Education Scotland 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites National CPD Team 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationown data§ Findings · p. 12
The lack of agency in three schools seems attributable to several features in the data.
“This lack of agency seems to be attributable to several features in the data.”
Quote in the paperSubstantial claim - Interpretationreasoning§ Discussion · p. 17
The nature and purpose of the Learning Rounds process can be seen as defined by policy and by Local Authority and school management, given the official endorsement and fostering of the process.
“However, the nature and purpose of the Learning Rounds process can be seen as defined by policy and by Local Authority and school management, given the official endorsement and fostering of the process.”
Quote in the paperNot a substantial claim - Interpretationreasoning§ Discussion · p. 13
Teachers' sense of their own expertise can be underpinned by their generation of robust empirical data.
“Teachers' sense of their own expertise can be underpinned by their generation of robust empirical data.”
Quote in the paperSubstantial claim - Interpretationcitation§ Discussion · p. 14
The similarity of views reduces the chances that alternative discourses will come from within the group.
“This reduces the chances that alternative discourses will come from within the group; a condition that Bridwell-Smith (2015) identifies as an important affordance for practical-evaluative agency.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Bridwell-Smith (2015)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation§ Learning Rounds, Instructional Rounds and the Scottish Context · p. 9
The most conspicuous absence in comparison to Instructional Rounds is the lack of attention given to developing a 'rich problem of practice'.
“Perhaps the most conspicuous absence in comparison to Instructional Rounds is the lack of attention given to developing a 'rich problem of practice'.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites National CPD Team 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation§ Discussion · p. 13
Teachers may feel their views lack authority when faced with apparently authoritative prescriptions from outside the classroom.
“Faced with apparently authoritative prescriptions from outside the classroom, what Clandinin and Connelly (1995) have called the 'rhetoric of conclusions', teachers may feel that their views lack authority.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Clandinin and Connelly (1995)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationreasoning§ Discussion · p. 13
Robust empirical classroom evidence is an affordance for teacher agency because it enables teachers to authoritatively evaluate mandated practices.
“The point here is that robust empirical classroom evidence is an affordance for teacher agency as it enables teachers to authoritatively evaluate mandated practices.”
Quote in the paperSubstantial claim - Interpretationreasoning§ Learning Rounds, Instructional Rounds and the Scottish Context · p. 9
The relative lack of attention to developing a rich problem of practice and to connection to a theory of action could result in Learning Rounds practice in Scotland that focuses on observation and debrief at the expense of other equally important parts of the process.
“The relative lack of attention given to this area, and to the importance of connection to a theory of action, could result in Learning Rounds practice in Scotland that focuses on observation and debrief at the expense of other equally important parts of the process.”
Quote in the paperSubstantial claim - Interpretationreasoning§ Discussion · p. 17
If teachers don't own Learning Rounds this may have a constraining effect on its ability to be an affordance for teacher agency with scope beyond the technical-rational.
“If teachers don't own Learning Rounds this may have a constraining effect on its ability to be an affordance for teacher agency with scope beyond the technical-rational.”
Quote in the paperSubstantial claim - Interpretationcitation§ Discussion · p. 13
Teachers engaged in practitioner enquiry are the subjects of educational change, not its objects.
“Teachers engaged in practitioner enquiry are the subjects of educational change not its objects.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Pyhältö, Pietarinen and Soini (2014)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation§ Learning Rounds, Instructional Rounds and the Scottish Context · p. 9
Most of the guidance on the practice of learning rounds focuses on the observation and the debrief.
“Most of the guidance on the practice of learning rounds, however, focuses on the observation and the debrief (National CPD Team 2011).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites National CPD Team 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation§ Discussion · p. 13
Social capital is important for agency.
“This is linked to Lipponen and Kumplulainen's (2011) argument about the importance of social capital for agency.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Lipponen and Kumplulainen (2011) source
- Interpretationreasoning§ Discussion · p. 18
This can result in Learning Rounds practice being assimilated into existing school cultures rather than reconstructing cultures with enhanced teacher agency.
“This can result in Learning Rounds practice being assimilated into existing school cultures (what City et al (2009) call the 'pull to the black hole') rather than reconstructing cultures with enhanced teacher agency.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites City et al (2009)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationown data§ Conclusion and Implications · p. 19
It may not be possible to change affordances without changing identities.
“It may not be possible to change affordances without changing identities.”
Quote in the paperNot a substantial claim - Premisecitation§ Discussion · p. 17
Lack of clarity can lead to false clarity, an oversimplification of the innovation.
“Lack of clarity, they argue, can lead to false clarity 'an oversimplification of the innovation' (ibid, p.280) this is similar to Watson's (2014) argument about pedagogisation in educational innovations through which they are (over)simplified for the purposes of transmission.”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Ketelaar et al (2012) source
- cites Watson (2014)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Classified as probably not a substantial claim. 43
- May combine two claims. 19
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Discussion · p. 16Biesta, Priestley and Robinson (2015) point to a lack of discourses among teachers that constructs education in terms other than technical-rational concerns of efficiency to include questions of purpose and value.
“Likewise Biesta, Priestley and Robinson (2015) point to a lack of discourses among teachers that constructs education in terms other than the technical-rational concerns of 'efficiency' to include questions of purpose and value.”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites Biesta, Priestley and Robinson (2015) source
Classified as probably not a substantial claim.
Premisecitation§ Discussion · p. 16Van der Heijden et al (2015) argue that teachers need to be risk takers if they are going to exercise agency.
“Van der Heijden et al (2015) argue that teachers need to be risk takers if they are going to exercise agency and in the context of high stakes accountability the force of this can be seen.”
Quote in the paperSubstantial claim1 of 1 sources checked- cites Van der Heijden et al (2015) source
The available passages identify the paper as concerning teachers as change agents, but contain no discussion of risk-taking or its relationship to teacher agency. Searches for “risk takers,” “risk,” and “agency” returned only bibliographic material, so the attributed argument cannot be verified from our copy. (LLM, conf=0.72)
Experimental — accuracy not yet measured
Classified as probably not a substantial claim.
Premisecitation§ Discussion · p. 16Priestley et al (2012) cite Biesta (2004) to argue that accountability is more of a constraint on teacher agency than the prescription of means.
“Priestley et al (2012) cite Biesta (2004) to argue that accountability is more of a constraint on teacher agency than the prescription of means.”
Quote in the paperSubstantial claim1 of 2 sources checkedMay combine two claims.
Findingown data§ Findings · p. 12In school A, these insights did not feed back into challenging or refining a theory of action as a theory of action was never explicitly articulated.
“However, in school A these insights did not feed back into challenging or refining a theory of action as a theory of action was never explicitly articulated.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown data§ Findings · p. 11The foci for all schools were multiple, with some having a long list of different foci for the same observation.
“The foci for all schools were multiple, with some having a long list of different foci for the same observation.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown data§ Findings · p. 11The observation foci of the four schools overlapped and some foci recurred in all schools.
“The observation foci of the four schools overlapped and some foci recurred in all schools.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingcitation§ Discussion · p. 15Guidance on Learning Rounds makes no reference to the value of external sources of understanding, and these were not apparent in the examples of Learning Rounds recorded in this research.
“However, guidance on Learning Rounds (National CPD team 2011) makes no reference to the value of these and they were not apparent in the examples of Learning Rounds recorded in this research.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites National CPD team 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
Findingreasoning§ Discussion · p. 13In the teacher observations, there was a lack of attention to the effects of teacher actions on pupils' learning, linked to the absence of an explicitly articulated theory of action.
“The other constraint linked to the absence of an explicitly articulated theory of action is the lack of attention in the teacher observations to the effects of teacher actions on pupils' learning.”
Quote in the paperSubstantial claimMay combine two claims.
Findingcitation§ Discussion · p. 18In Scotland most teachers were given a single training event or accessed online materials with no training.
“In contrast, in Scotland most teachers were given a single training event or accessed online materials with no training.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Author 1 and Author 2 (2015)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S4 (based).
Interpretationnone given§ Introduction · p. 6Creating the right sociocultural context for teacher agency does not guarantee that teachers will utilise its resources and affordances.
“a risk of foregrounding features of the sociocultural context that are conducive to the exercise of agency is that we might slip into believing that if we create the right sociocultural context for teacher agency, teachers will utilise its resources and affordances, at least in ways consistent with their own personal disposition and capacity. However, this might not be the case.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Premisecitation§ Abstract · p. 3Connections have been made between professional learning communities and teacher agency, with professional learning communities seen as an affordance for the exercise of teacher agency.
“Connections have been made between professional learning communities and teacher agency, with professional learning communities seen as an affordance for the exercise of teacher agency.”
Quote in the paperSubstantial claim0 of 3 sources checkedProbably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Introduction · p. 5The practical-evaluative element of agency has been left strikingly undertheorized.
“Emirbayer and Mische (1998, p. 971) note that the practical-evaluative element of agency 'has been left strikingly undertheorized'.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Emirbayer & Mische 1998 source
Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).
Premisenone given§ Introduction · p. 4Emirbayer and Mische's (1998) conceptualisation of agency has been the single most frequently adopted in this work.
“Emirbayer and Mische's (1998) conceptualisation of agency has been the single most frequently adopted in this work.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Emirbayer & Mische 1998 source
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Findings · p. 11The Learning Rounds Toolkit emphasises agreeing a focus for observation rather than developing a problem of practice.
“it is worth remembering that the Learning Rounds Toolkit emphasises agreeing a focus for observation rather than developing a problem of practice.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites National CPD Team 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Classified as probably not a substantial claim.
Premisecitation§ Introduction · p. 4For Emirbayer and Mische, agency involves the interplay of a chordal triad of the iterational, projective and practical-evaluative elements.
“For Emirbayer and Mische, agency involves the interplay of what they term a chordal triad of the iterational element, the projective element and the practical-evaluative element of agency.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Emirbayer & Mische 1998 source
May combine two claims.
Interpretationcitation§ Findings · p. 12The implicit nature of the theory of action meant that it could not be challenged and became a finished theory of action that functions as a tool for legitimising authority.
“Arguably the implicit nature of this theory of action mean that it could not be challenged and, therefore became a finished theory of action which in the words of City at al (2009, p.53) 'ceases to function as a learning tool and it becomes a symbolic artefact, useful primarily as a tool for legitimising … authority'; in this case, the authority of whoever had mandated the practices.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites City et al 2009
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
Interpretationreasoning§ Discussion · p. 13Explicitly articulating a theory of action would have made it available to scrutiny, which would have provided an affordance for teacher agency through evaluation of that theory.
“Explicitly articulating a theory of action would have made it available to scrutiny, which would have provided an affordance for teacher agency through evaluation of that theory.”
Quote in the paperNot a substantial claim- Rests on an assumption: Teacher agency is desirable and should be developed.
Classified as probably not a substantial claim. May combine two claims.
Study design and conductcitation§ Method · p. 11The four schools were chosen as a convenience sample because they were known to be carrying out learning rounds at the time, and as a purposive sample because they represented four different Local Authorities and were more likely to present a wider picture of practice than a single Local Authority.
“Each school was in a different local authority and they were chosen both because they were a convenience sample (Walliman and Buckler 2008) and a purposive sample (Jupp 2006). A convenience sample because they were known to be carrying out learning rounds at the time that were able to gather the data and a purposive sample because they represented four different Local Authorities and were, there”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Walliman and Buckler 2008
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Jupp 2006 source
Probably not a substantial claim: may not pass S4 (based).
Interpretationreasoning§ Learning Rounds, Instructional Rounds and the Scottish Context · p. 10Learning Rounds can be seen, in potential at least, as an important affordance for teacher agency.
“As such Learning Rounds can be seen, in potential at least, as an important affordance for teacher agency.”
Quote in the paperNot a substantial claim- Rests on an assumption: Learning Rounds is a form of professional learning community.
May combine two claims.
Premisecitation§ Learning Rounds, Instructional Rounds and the Scottish Context · p. 10The Learning Rounds Overview Report 2008-2011 provides a generalised account of progress and supports with 'vox populi' quotes but does not include detailed data on nature of actual learning rounds practices in Scottish schools and local authorities.
“The Learning Rounds Overview Report 2008-2011 (Education Scotland 2011) provides a generalised account of the progress of learning rounds in Scotland and supports this with 'vox populi' quotes from participants. However, it does not include any detailed data on the nature of the actual learning rounds practices found in Scottish schools and local authorities .”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Education Scotland 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Classified as probably not a substantial claim.
Premisecitation§ Discussion · p. 13The authority of teacher expertise is underutilized in educational change.
“Vongalis-Macrow (2007) claims that the authority of teacher expertise is underutilized in educational change.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Vongalis-Macrow (2007) source
Classified as probably not a substantial claim.
Premisecitation§ Discussion · p. 15Bridwell-Mitchell (2015) argues that the right balance of cohesion and diversity in a community is necessary for practical-evaluative agency to be exercised.
“Bridwell-Mitchell (2015) argues that the right balance of cohesion and, importantly, diversity in a community is necessary for practical-evaluative agency to be exercised.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Bridwell-Mitchell (2015) source
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Premisecitation§ Learning Rounds, Instructional Rounds and the Scottish Context · p. 9The Scottish Executive stated that Curriculum for Excellence aims to engage teachers in thinking from first principles about their educational aims and values and their classroom practice, and that the process is based upon evidence of how change can be brought about successfully through a climate in which practitioners share and develop ideas.
“aims to engage teacher in thinking from first principles about their educational aims and values and their classroom practice. The process is based upon evidence of how change can be brought about successfully - through a climate in which practitioners share and develop ideas (Scottish Executive 2006, p.4)”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Scottish Executive 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S2 (checkable).
Interpretationreasoning§ Discussion · p. 15The careful and considered inclusion of people likely to have alternative experiences and perspectives could enhance the possibilities for agency in Learning Rounds and professional learning communities.
“The careful and considered inclusion of people who are likely to have alternative experiences and perspectives could enhance the possibilities for agency.”
Quote in the paperNot a substantial claimMay combine two claims.
Interpretationcitation§ Discussion · p. 16Although Learning Rounds look to be a valuable affordance for teacher agency, as long as they are used in the service of achieving goals set and 'measured' by others, that agency will be constrained.
“So although Learning Rounds look to be a valuable affordance for teacher agency, as long as they are used in the service of achieving goals set and 'measured' by others, that agency will be constrained.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Discussion · p. 13Practitioner research can provide an affordance for agency because it can give teachers an authoritative basis for their views.
“McNicholl (2013) argues that practitioner research can provide an affordance for agency as it can give teachers an authoritative basis for their views.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites McNicholl (2013) source
Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based). May combine two claims.
Interpretationreasoning§ Discussion · p. 14This discourse provides the landscape in which teachers have to frame their actions daily and is the primary resource for talking and thinking about practice.
“This discourse provides the landscape in which they have to frame their actions in a daily basis and, therefore, the primary resource for talking and thinking about practice.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Discussion · p. 15Bridwell-Mitchell (2015) argues others' research can provide alternative repertoires.
“Similarly Bridwell-Mitchell (2015) argues others' research can provide alternative repertoires and Biesta and Tedder (2007, p.11) write about 'manoeuvre amongst repertoires'.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Bridwell-Mitchell (2015) source
Classified as probably not a substantial claim.
Premisecitation§ Discussion · p. 16Edwards (2015) cautions that Learning Rounds may only be affordances for weak evaluation.
“As Edwards (2015) cautions they may only be affordances for weak evaluation.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Edwards (2015) source
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Discussion · p. 16Riveros, Newton and Burgess (2012) suggest that professional learning communities tend to trivialise the notion of teacher practice because the theorization of what teacher practice is is under-developed.
“Similarly, Riveros, Newton and Burgess (2012) suggest that professional learning communities tend to trivialise the notion of teacher practice because the theorization of what teacher practice is (including scope, in our view) is under-developed.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Riveros, Newton and Burgess (2012)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Classified as probably not a substantial claim.
Interpretationreasoning§ Discussion · p. 13Robust empirical evidence can provide authority to teachers' views.
“Robust empirical evidence can provide this authority.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Discussion · p. 16Pyhältö, Pietarinen and Soini (2014) argue that a central challenge for teachers is to broaden the scope of their perceived educational expertise beyond technical details to include larger issues such as goals and purposes of education.
“Pyhältö, Pietarinen and Soini (2014, p.309) argue that a 'central challenge' for teachers is to broaden the scope of their perceived educational expertise beyond the technical details of classroom interactions to include larger issues such as the goals and purposes of education.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Pyhältö, Pietarinen and Soini (2014)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Premisecitation§ Learning Rounds, Instructional Rounds and the Scottish Context · p. 7Learning Rounds has received national policy endorsement and has been popular with schools, teachers and Local Authorities.
“As a form of professional development Learning Rounds has received national policy endorsement (Scottish Government 2010a; 2010b; 2012; 2013; National CPD Team 2011; Education Scotland 2011) and has been popular with schools, teachers and Local Authorities.”
Quote in the paperNot a substantial claim0 of 3 sources checked- cites Scottish Government 2010a
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Scottish Government 2010b
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Scottish Government 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Discussion · p. 15Inclusion of other medical professionals in medical rounds would give alternative and broader conceptualisations of patients' needs.
“It is suggested that the inclusion of other medical professionals in the process would give alternative and broader conceptualisations of patients' needs.”
Quote in the paperNot a substantial claim0 of 2 sources checkedProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Premisecitation§ Learning Rounds, Instructional Rounds and the Scottish Context · p. 9Curriculum for Excellence is intended to be less prescriptive than earlier Scottish curricula and this lack of prescription is intended to provide space for practitioners to develop practice through the exercise of their own agency.
“The recently introduced curriculum, Curriculum for Excellence (Scottish Executive 2004) is intended to be less prescriptive than earlier Scottish curricula and this lack of prescription is intended to provide space for practitioners to develop practice through the exercise of their own agency.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Scottish Executive 2004
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S2 (checkable).
Interpretationreasoning§ Discussion · p. 16This is evaluation only of the effectiveness of certain means to achieve ends given by others.
“This is evaluation only of the effectiveness of certain means to achieve ends given by others.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Learning Rounds, Instructional Rounds and the Scottish Context · p. 7An Education Scotland report estimated that 24 out of 32 Local Authorities had engaged in Learning Rounds.
“An Education Scotland report (Education Scotland 2011) estimated that 24 (out of 32) Local Authorities had engaged in Learning Rounds.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Education Scotland 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Discussion · p. 16Buchanan (2015) cites Hargreaves (2000) to suggest teachers have become postprofessionals who implement decisions made by others.
“In the same vein, Buchanan (2015) cites Hargreaves (2000) to suggest teachers have become postprofessionals who implement decisions made by others.”
Quote in the paperNot a substantial claim0 of 2 sources checkedClassified as probably not a substantial claim.
Premisecitation§ Discussion · p. 15Biesta et al (2015) identify the absence of alternative discourses as a problem for teacher agency.
“Biesta at al (2015) identify the absence of alternative discourses as a problem for teacher agency.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Biesta at al (2015)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S2 (checkable).
Interpretationreasoning§ Discussion · p. 14Explicitly articulating a theory of action would have opened up the possibility of alternative discourses once the initial discourse had been explicitly surfaced rather than being invisible and possibly normalised.
“In one sense, explicitly articulating a theory of action would have opened up the possibility of alternative discourses once the initial discourse had been explicitly surfaced rather than being invisible and, therefore, possibly normalised.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Discussion · p. 15Reeves and I'Anson (2014) describe teachers using others' academic discourse as an affordance for their own agency.
“Reeves and I'Anson (2014) touch on a similar area when they describe teachers using others' academic discourse as an affordance for their own agency.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Reeves and I'Anson (2014) source
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Premisecitation§ Discussion · p. 16Vongalis-Macrow (2007) identifies a diminution of aspects of teacher agency related to authority and autonomy and an increase of obligations which restricts teachers' agency narrowly to decisions about techniques for teaching and learning in the classroom.
“Vongalis-Macrow (2007, p.436), similarly identifies a 'diminution' of the aspects of teacher agency related to authority and autonomy and the increase of obligations which restricts teachers' agency narrowly to decisions about techniques for teaching and learning in the classroom.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Vongalis-Macrow (2007) source
Probably not a substantial claim: may not pass S2 (checkable).
Premisecitation§ Discussion · p. 13Social capital comes from being recognised within a community as someone whose ideas have value.
“Social capital comes from being recognised within a community as someone whose ideas have value.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Interpretationreasoning§ Learning Rounds, Instructional Rounds and the Scottish Context · p. 9The Learning Rounds Toolkit includes references to a 'plan of action' emerging from post observation stage that relates to Instructional Rounds emphasis on a theory of action, but this is a plan and not a theory so it could become a set of actions to be carried out rather than a developed understanding of cause and effect.
“The Learning Rounds Toolkit (National CPD Team 2011) includes references to the importance of a 'plan of action' (National CPD Team 2011, p.9) emerging from the post observation stage that relates to Instructional Rounds emphasis on a theory of action. However, it may be worth noting that this is a plan and not a theory so it could become a set of actions to be carried out rather than a developed”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites National CPD Team 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
Interpretationcitation§ Discussion · p. 17In the case of Learning Rounds, this dialectical interplay with identities could be related to whether teachers see themselves as generators of knowledge and policy rather than implementers.
“In the case of Learning Rounds this dialectical interplay with identities could be related to whether teachers see themselves as generators of knowledge and policy rather than implementers.”
Quote in the paperNot a substantial claimMay combine two claims.
Interpretationcitation§ Discussion · p. 17This lack of ownership of purpose reduces the ability to evaluate the success of the practice and make informed revisions to it, and is itself a constraint on agency.
“This lack of ownership of purpose, which among its effects reduces the ability to evaluate the success of the practice and make informed revisions to it, is itself an constraint on agency.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Discussion · p. 17Ketelaar et al (2012) identify the importance of clarity about the 'goals and means' of an innovation.
“As part of ownership Ketelaar et al (2012) also identify the importance of clarity about the 'goals and means' (p.280) of an innovation.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Ketelaar et al (2012) source
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Discussion · p. 17Stillman and Anderson (2015) write about the 'dialectical interplay' between identities and engagement with policy.
“They write about the 'dialectical interplay' (ibid, p.722) between identities and engagement with policy.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Stillman and Anderson (2015) source
Probably not a substantial claim: may not pass S2 (checkable).
Interpretationreasoning§ Conclusion and Implications · p. 20We cannot rely on the PLC process to effect changes in agency without seeking to develop identity and its associated agency in other ways too.
“we cannot rely on the PLC process to effect changes in agency without seeking to develop identity and its associated agency in other ways too.”
Quote in the paperNot a substantial claim- Rests on an assumption: The Learning Rounds studied are representative of Learning Rounds in Scotland and, by extension, many professional learning communities.
Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).
Interpretationreasoning§ Discussion · p. 17This will affect how they make use of the possibilities of Learning Rounds as affordances.
“This will affect how they make use of the possibilities of Learning Rounds as affordances.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Premisecitation§ Discussion · p. 18Pyhältö Pietarinen and Soini (2014) research suggests that agency could be developed through sustained collaborative engagement between teachers and academics.
“A similar situation was found by Pyhältö Pietarinen and Soini (2014) whose research suggests that agency could be developed through sustained collaborative engagement between teachers and academics.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Pyhältö Pietarinen and Soini (2014)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Classified as probably not a substantial claim.
Interpretationcitation§ Discussion · p. 18Author and Author 2 conclude that Learning Rounds could be enhanced through longer engagement between teachers and proponents of Learning Rounds as an affordance for teacher agency.
“Author and Author 2 conclude that Learning Rounds could be enhanced through longer engagement between teachers and proponents of Learning Rounds as an affordance for teacher agency.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Author and Author 2
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.
Interpretationreasoning§ Discussion · p. 17It also relates to whether they see themselves as generators of purpose and value in education as well as technical classroom procedures.
“It also relates to whether they see themselves as generators of purpose and value in education as well as technical classroom procedures.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Discussion · p. 17Appropriation involves identification with the policy rather than just carrying it out.
“Appropriation involves identification with the policy rather than just carrying it out.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Stillman and Anderson (2015) source
The paper relies on this without support.
Learning Rounds is a form of professional learning community.
“The research reported here focuses on a form of professional learning community that has recently been popular in Scotland: Learning Rounds.”
The paper relies on this without support.
Post-observation debriefing discussions are a sufficient site for observing teacher agency.
“For this research four Learning Round post-observation debriefing discussions were audio recorded and then transcribed (by Author 2).”
The paper relies on this without support.
Teacher agency is desirable and should be developed.
“The paper concludes with several recommendations for developing effective professional learning communities as an affordance for teacher agency.”
The paper relies on this without support.
The Learning Rounds studied are representative of Learning Rounds in Scotland and, by extension, many professional learning communities.
“The data discussed here suggest that, in their current form, Learning Rounds (and by extension many professional learning communities) are technical-rationalist in that, at best, they focus on 'what works' in technical terms rather than asking broader questions about the nature and purpose of education and the identities of those involved.”
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“However, it is possible to state that professional agency is often approached as relational and as manifested in, and supported by, teacher communities (e.g. Philpott and Oates 2017).”
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Vähäsantanen, K., Paloniemi, S., Hökkä, P., & Eteläpelto, A. (2017) · Studies in Continuing Education · doi:10.1080/0158037x.2017.1310097 · Cited by 27 · see citing works
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Lambirth, A., Cabral, A. P., McDonald, R., et al. (2019) · Professional Development in Education · doi:10.1080/19415257.2019.1685565 · Cited by 31 · see citing works
“In the currently mandated educational environment, teachers do not have much room for manoeuvre (Philpott and Oates 2016) and work within a context of ‘ecological agency’ (Biesta and Tedder 2007, p. 132) by developing specific ‘contexts-for-action’ (Priestley, Biesta and Robinson 2016, p. 187).”
BackgroundSelf-citationSchool and university in partnership: a shared enquiry into teachers’ collaborative practices
Oates, C., & Bignell, C. (2019) · Professional Development in Education · doi:10.1080/19415257.2019.1689520 · Cited by 26 · see citing works
“Through interest generated from reading some of the literature on Professional Learning Communities in schools (such as Philpott and Oates (2015; 2017b)) and previous experience, Learning Rounds was considered by the HT as a vehicle that had potential to promote collaborative professional…”
BackgroundMethodSelf-citationOnrubia, J., Roca, B., & Minguela, M. (2022) · Teaching and Teacher Education · doi:10.1016/j.tate.2022.103667 · Cited by 33 · see citing works
Insulander, E., Brehmer, D., & Ryve, A. (2019) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2019.100330 · Cited by 25 · see citing works
Hargreaves, E., & Elhawary, D. (2018) · Professional Development in Education · doi:10.1080/19415257.2018.1500390 · Cited by 22 · see citing works
“…professional development suggest that TLCs (or TLTs) embody characteristics closely associated with sustained improvements in teachers’ development (Stoll et al. 2006, Earley and Porritt 2010, Leahy and Wiliam 2011, Bellibas et al. 2017, Philpott and Oates 2017, Tannehill and MacPhail 2017).”
BackgroundMethodWho Learns to Teach? Student-Teachers as Change Agents, Mentor-Teachers as Learners
Carmi, T., & Tamir, E. (2021) · European Journal of Teacher Education · doi:10.1080/02619768.2021.1975677 · Cited by 20 · see citing works
“The second views professional agency as a teacher’s capacity to create opportunities for (Philpott and Oates 2017) or influence processes of professional learning, of oneself (Eteläpelto et al. 2013; Soini, Pietarinen, and Kirsi 2016) and of others (Pyhältö, Pietarinen, and Soini 2012, 2015).”
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PLC tools: promoting learning about learning in a teachers’ professional community
Carmi, T., Guberman, A., & Brandeis, R. C. (2022) · Professional Development in Education · doi:10.1080/19415257.2022.2077409 · Cited by 16 · see citing works
“Yet, participation in a PLC does not mean following externally imposed instructions (Kennedy 2015, Philpott and Oates 2017), not even those of the facilitator.”
The Multifaceted Nature of Agency and Professional Learning
Paloniemi, S., & Göller, M. (2017) · Professional and practice-based learning · doi:10.1007/978-3-319-60943-0_23 · Cited by 15 · see citing works
An Agency-Promoting Learning Arena for Developing Shared Work Practices
Vähäsantanen, K., Paloniemi, S., Hökkä, P. K., & Eteläpelto, A. (2017) · Professional and practice-based learning · doi:10.1007/978-3-319-60943-0_18 · Cited by 14 · see citing works
Hendrickx, M. M. H. G., Thurlings, M. C. G., & den Brok, P. (2025) · European Journal of Psychology of Education · doi:10.1007/s10212-024-00938-y · Cited by 13 · see citing works
“Second, in line with prior findings (e.g., Dobie & Anderson, 2015; Horn et al., 2017; Philpott & Oates, 2017), teachers were limitedly inclined to go beyond informing each other about their experiences, thereby achieving limited amounts of generative teacher discourse associated with knowledge…”
Chiang, K. M., Yin, H., Lee, I., & Chang, C.-H. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104431 · Cited by 18 · see citing works
Understanding Rural School Teachers’ Professional Agency and Its Relationship to Social Structure
Sang, G., Huang, J., Chao, T.-Y., et al. (2022) · Educational Studies · doi:10.1080/00131946.2022.2051033 · Cited by 11 · see citing works
Information and Communication Technology and Education: Meaningful Change through Teacher Agency
Albion, P., & Tondeur, J. (2018) · Springer international handbooks of education · doi:10.1007/978-3-319-53803-7_25-2 · Cited by 10 · see citing works
Hargreaves, E., & Elhawary, D. (2018) · Compare A Journal of Comparative and International Education · doi:10.1080/03057925.2018.1502609 · Cited by 10 · see citing works
Mingsiritham, K., Chanyawudhiwan, G., & Paiwithayasiritham, C. (2020) · International Journal of Interactive Mobile Technologies (iJIM) · doi:10.3991/ijim.v14i20.17253 · Cited by 10 · see citing works
EDUCATION REFORM AND TEACHER AGENCY
Cheng, C.-C., & Huang, K.-H. (2018) · Problems of Education in the 21st Century · doi:10.33225/pec/18.76.286 · Cited by 9 · see citing works
Teacher agency in collaborative lesson planning: stabilising or transforming professional practice?
Shavard, G. (2022) · Teachers and Teaching · doi:10.1080/13540602.2022.2062745 · Cited by 10 · see citing works
“Similarly, Philpott and Oates (2017) show that little evidence of teacher agency in CPD can be associated with a lack of alternative discourses.”
BackgroundVideo reflection with a literacy coach: the mediation of teacher agency
Reichenberg, J. S. (2022) · Reflective Practice · doi:10.1080/14623943.2022.2093845 · Cited by 9 · see citing works
“…Bacon Hall 316 R, 1300 Elmwood Avenue, Buffalo, NY 14222 © 2022 Informa UK Limited, trading as Taylor & Francis Group Agency is characterized by valuation of an agent’s ideas (Philpott & Oates, 2017) and potential to transform a situation by initiating action (Lipponen & Kumpulainen, 2011).”
BackgroundSchool Improvement in Rural Settings: A Review of International Research and Practice
Hardman, F., & Sandi, A. M. (2024) · Springer briefs in education · doi:10.1007/978-981-97-4917-1_1 · Cited by 7 · see citing works
Teaching in emergency remote classrooms: reflections for professional learning
Chen, M. (2023) · Educational Research · doi:10.1080/00131881.2023.2167729 · Cited by 7 · see citing works
Abakah, E. (2019) · UTS ePRESS (University of Technology Sydney) · Cited by 7 · see citing works
Information and Communication Technology and Education: Meaningful Change through Teacher Agency
Albion, P., & Tondeur, J. (2018) · Springer international handbooks of education · doi:10.1007/978-3-319-53803-7_25-1 · Cited by 6 · see citing works
Digital Stories Representing Agency Enhancement at Work
Hakanurmi, S., Palonen, T., & Murtonen, M. (2021) · Adult Education Quarterly · doi:10.1177/0741713621989990 · Cited by 6 · see citing works
“In professional agency, there is always this connection between personal capacity and the resources available for agency in a particular sociocultural context (Philpott & Oates, 2017).”
BackgroundDistance education for pupils with intellectual disabilities – teachers’ experiences
Sirkko, R., & Takala, M. (2022) · Education Inquiry · doi:10.1080/20004508.2022.2073054 · Cited by 7 · see citing works
“At best, there is a clear connection between agency and professional development (Philpott & Oates, 2017).”
BackgroundHazır, O., Harris, R., & Williams, T. I. (2022) · Cambridge Journal of Education · doi:10.1080/0305764x.2022.2086216 · Cited by 5 · see citing works
“And then there is the dynamic interaction between these separate spheres of work, i.e. the work worlds of the university tutors and school-based colleagues (Bandura, 2000, 2006; Philpott & Oates, 2017).”
BackgroundPatterson, C., & O’Brien, G. (2021) · Professional Development in Education · doi:10.1080/19415257.2021.1879221 · Cited by 5 · see citing works
Nurtanto, M., Sudira, P., & Sofyan, H. (2023) · AIP conference proceedings · doi:10.1063/5.0114242 · Cited by 5 · see citing works
Barriers Faced by Teachers as an Estimator of the Effectiveness of Reform-Based Initiatives
Soysal, Y., & Radmard, S. (2020) · Journal of Education · doi:10.1177/0022057420943189 · Cited by 5 · see citing works
“In PLCs, Turkish teachers may also allow time to each other to analyze, interpret, and negotiate curriculum and curricular materials to make essential pedagogical rearrangements (Cherrington & Thornton, 2015; Philpott & Oates, 2016).”
BackgroundOpettajan toimijuus muutoksessa – Yhteisopetusta pienin askelin
Takala, M., & Saarinen, M. (2020) · Työelämän tutkimus · doi:10.37455/tt.97976 · Cited by 4 · see citing works
“(Philpott & Oates 2017.)”
Yuan, F., Li, J., & Mao, Y. (2025) · SAGE Open · doi:10.1177/21582440251320058 · Cited by 3 · see citing works
“Fortunately, PLCs provide teachers with professional learning cycles that empower them to materialize developmental trajectories and realize career growth (Philpott & Oates, 2017).”
Supporting Teacher Agency and Aesthetic Experience for Sustainable Professional Development
Hoskin, M. J. (2025) · Education Sciences · doi:10.3390/educsci15091130 · Cited by 7 · see citing works
Yenel, K., Ünal, A., & Cemaloğlu, N. (2025) · KIRŞEHİR EĞİTİM FAKÜLTESİ DERGİSİ · doi:10.29299/kefad.1521725 · Cited by 4 · see citing works
Learning at Risk? Language Teaching Under Emergency Remote Conditions
Rathert, S., & Ağçam, R. (2022) · Pedagogika · doi:10.15823/p.2022.146.2 · Cited by 3 · see citing works
“Given the significance of providing opportunities for teachers to learn from their own context (Philpott & Oates, 2017), the findings of our study underline the need to establish context-specific professional development frameworks in which pre-service and in-service teachers acquire the…”
BackgroundAgency and Learning in the Work of Software Professionals
Vähäsantanen, K., & Eteläpelto, A. (2017) · Professional and practice-based learning · doi:10.1007/978-3-319-63257-5_11 · Cited by 3 · see citing works
Exploring Accessibility in Online and Blended Learning
Fovet, F. (2021) · Advances in mobile and distance learning book series · doi:10.4018/978-1-7998-6829-3.ch001 · Cited by 3 · see citing works
Professional Learning Communities and Relational Trust: A Correlational Study
Pedersen, T. A. (2019) · Digital Commons (Liberty University) · Cited by 3 · see citing works
Articulating teacher thinking to build collectively efficacious practice: a longitudinal study
Patterson, C. (2024) · Professional Development in Education · doi:10.1080/19415257.2024.2357294 · Cited by 2 · see citing works
“Individuals were able to create a ‘diversity of voices’ (Philpott and Oates 2017) within a valued TPL community.”
Kellner, E., & Attorps, I. (2024) · Teacher Development · doi:10.1080/13664530.2024.2315170 · Cited by 2 · see citing works
“There is a danger that teachers in PLCs may be trapped by an existing school discourse framing their actions (Philpott and Oates 2017).”
BackgroundÖğretmen Failliği Üzerine Yapılan Çalışmaların Bibliyometrik Analizi
Karagöl, İ. (2025) · Erzincan Üniversitesi Eğitim Fakültesi Dergisi · doi:10.17556/erziefd.1519787 · Cited by 2 · see citing works
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Experiencias educativas expandidas para potenciar la agencia de futuros formadores
Llanes, L., & Rigo, D. Y. (2024) · Revista de la Escuela de Ciencias de la Educación/Revista de la Escuela de Ciencias de la Educación · doi:10.35305/rece.v2i19.852 · Cited by 2 · see citing works
Muhammad, D. Y., Ahmad, D., & Qureshi, N. (2025) · The regional tribune. · doi:10.55737/trt/fl25.169 · Cited by 1 · see citing works
Teacher agency in including students with visual impairment in physical education in Nepal
Acharya, Y., Garrels, V., & Kafle, B. D. (2026) · Physical Education and Sport Pedagogy · doi:10.1080/17408989.2026.2708311 · Cited by 1 · see citing works
Teacher agency: perspectives and limits
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Yarbrough, L. N., Konopasky, A., & Wyatt, T. R. (2023) · Journal of Dental Education · doi:10.1002/jdd.13197 · Cited by 1 · see citing works
Networked professional learning communities for multilingual family engagement
He, Y., Kroiss, D., & Ossa, R. A. B. D. L. (2025) · Journal of Educational Change · doi:10.1007/s10833-025-09530-7 · Cited by 1 · see citing works
“Subject to accountability pressures, school-or grade-level PLCs may be compelled to align their activities with mandated curricula and high-stakes instructional practices rather than exploring more transformative capacity-building potentials (Hargreaves, 2007; Philpott & Oates, 2017).”
Ignagni, A. (2019) · TSpace (University of Toronto) · Cited by 1 · see citing works
Strategie badania praktyki przez nauczycieli akademickich jako wyraz uczenia się nieformalnego
Szplit, A. (2018) · Rocznik Andragogiczny · doi:10.12775/ra.2018.10
"دور کلیات التربیة فی تلبیة متطلبات مجتمعات التعلم المهنیة لدى طلابها فی ضوء رأس المال الثقافی"
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Bimbingan Teknis Perancangan Modul Ajar Berbasis Merdeka Belajar dan Terpusat pada Murid
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Teachers’ Curriculum Making as Relational Practice: The Mediatory Role of Reflexivity and Networks
Alkan, S. H. (2023) · Springer international handbooks of education · doi:10.1007/978-3-030-82976-6_18-1
Teachers’ Curriculum Making as Relational Practice: The Mediatory Role of Reflexivity and Networks
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Teachers’ Curriculum Making as Relational Practice: The Mediatory Role of Reflexivity and Networks
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“…that does exist consists largely of illustrative cases or relies mainly on teacher self-reports (Brodie, 2021; Chadha, 2013; Martin et al., 2019; Philpott & Oates, 2017), rather than carefully controlled comparative or randomized studies with a range of self-report, behavioral, and student…”
Making Space for Teacher Agency
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5. Kritisk refleksjon og læreres læring i profesjonsfellesskap
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The ‘laboratory school’ as a traded service: travelling practices of professional learning
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Nguyen, D.-K.-D., Pham, D., & Tong, Y. D. (2026) · Professional Development in Education · doi:10.1080/19415257.2026.2731101
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- Authors
- Philpott, C., & Oates, C.
- Affiliations
- Leeds Beckett University (GB)
- University of the West of Scotland (GB)
- Corresponding author
- Philpott, Carey
- ORCID
- Oates, Catriona
- Venue
- Professional Development in Education
- Publisher
- Informa UK Limited
- Published
- 2016-05-18
- Volume
- 43
- Issue
- 3
- Pages
- 318-333
- ISSN
- 1941-5257 (ISSN-L)
- 1941-5265
- OpenAlex
- W2396441752
- Cited by
- 84
- References
- 44
- Citations by year
- 2026: 7 · 2025: 12 · 2024: 5 · 2023: 6 · 2022: 13 · 2021: 9 · 2020: 6 · 2019: 10 · 2018: 10 · 2017: 5 · 2016: 1
- FWCI
- 38.31
- Type
- journal article
- Language
- en
- Open access
- Licence
- other-oa
- Locations
- Professional Development in Education (publishedVersion)
- The UWS Academic Portal (University of the West of Scotland) (publishedVersion, other-oa)
- Leeds Beckett Repository (Leeds Beckett University) (submittedVersion)
- Queen Margaret University Publications Repository (Queen Margaret University) (submittedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Human Factors and Ergonomics › Innovative Education and Learning Practices
- Keywords
- teacher agency, professional learning communities, professional learning, affordances, teacher professional development, Scotland
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