Queen Margaret University logo
    • Login
    View Item 
    •   QMU Repositories
    • eResearch
    • School of Arts, Social Sciences and Management
    • Psychology, Sociology and Education
    • View Item
    •   QMU Repositories
    • eResearch
    • School of Arts, Social Sciences and Management
    • Psychology, Sociology and Education
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Developing understanding of student-teacher agency: Implications for programme development

    View/Open
    Published Version (851.2Kb)
    Date
    2017-05
    Author
    Coker, Helen
    Metadata
    Show full item record
    Citation
    Coker, H. (2017) Developing understanding of student-teacher agency: Implications for programme development. Teacher Education Advancement Network Journal, 9(2), pp. 51-62.
    Abstract
    Developing student teachers to become confident and effective professionals is a central aim of teacher education programmes. Developing understanding of student-teacher agency -the ways in which student teachers actively participate in their learning -has the potential to inform programme development. Working in the context of a blended learning Professional Graduate Diploma in Education (PGDE) programme, the research presented here aimed to develop understanding of student-teacher agency, with the purpose of informing programme development. Deepening our understanding of the student teacher experience enabled critical reflection on the design and delivery of the programme, informing our developments. Taking a narrative stance, data were generated fromfifty-three student teachers, during a discussion activity in which they reflected on their experiences during the PGDE year. Analysis utilised Priestley, Biesta and Robinson’(2015) framework for Teacher Agency. Findings suggested that student teachers’ peripheral positioning, to the community of professional teachers, influences their approach to their own learning during the PGDE year. Findings directly informed the development of programme structures. Deeper understanding of student-teacher agency has informed our practice in a blended learning environment: Understanding these aspects of the student-teacher experience has the potential to inform the development of programmes utilising different methods of delivery.Teacher-educationStudent-teacher AgencyProgramme developmentBlended LearningCritical Reflection
    URI
    https://eresearch.qmu.ac.uk/handle/20.500.12289/9799
    URI
    https://ojs.cumbria.ac.uk/index.php/TEAN/article/view/386
    Collections
    • Psychology, Sociology and Education

    Queen Margaret University: Research Repositories
    Accessibility Statement | Repository Policies | Contact Us | Send Feedback | HTML Sitemap

     

    Browse

    All QMU RepositoriesCommunities & CollectionsBy YearBy PersonBy TitleBy QMU AuthorBy Research CentreThis CollectionBy YearBy PersonBy TitleBy QMU AuthorBy Research Centre

    My Account

    LoginRegister

    Queen Margaret University: Research Repositories
    Accessibility Statement | Repository Policies | Contact Us | Send Feedback | HTML Sitemap