Teacher Agency and Professional Learning: Rethinking Fidelity of Implementation as Multiplicities of Enactment

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Title: Teacher Agency and Professional Learning: Rethinking Fidelity of Implementation as Multiplicities of Enactment
Abstract/Description: In this paper we use practice theory, with its focus on the interplay of structure and agency, to theorize about teacher engagement in professional learning and teacher enactment of pedagogical practices as an alternative to framing implementation research in terms of program adherence and fidelity of implementation. Practice theory allowed us to reconsider assumptions about characteristics of effective teacher professional learning, and to rethink our own notions of agency. Using data from our three-year middle school science teacher professional learning project, Language-rich Inquiry Science with English Language Learners (LISELL), we discuss how individual teachers negotiated power structures of schooling and exerted their agency in ways that were influenced by their project participation. Framing our work in terms of engagement and enactment, we theorize about how a structure-agency dialectic challenging assumptions about effective teacher professional learning can support new ways of thinking about implementation research in education.
Author/creator: Buxton, Cory A.; Allexsaht-Snider, Martha; Kayumova, Shakhnoza; Aghasaleh, Rouhollah; Choi, Youn-Jeng; Cohen, Allan
Date: 2015
In publication: Journal of Research in Science Teaching
Volume: 52
Issue: 4
Pages: 489-502
Resource type: en Research/Scholarly Media
Resource status/form: en Published Text
Scholarship genre: en Empirical
Keywords: bilingual education; language of science and classrooms; science teacher education
Language: en
Open access/full-text available: en Yes
Peer reviewed: en Yes
ISSN: 1098-2736
DOI: 10.1002/tea.21223
URL: Official Publisher's Webpage (Wiley Online Library); Full-text PDF Shared by Author (ResearchGate); Full-text PDF Shared by Author (Academia.edu)
Citation: Buxton, C. A., Allexsaht-Snider, M., Kayumova, S., Aghasaleh, R., Choi, Y.-J., & Cohen, A. (2015). Teacher Agency and Professional Learning: Rethinking Fidelity of Implementation as Multiplicities of Enactment. Journal of Research in Science Teaching, 52(4), 489–502. https://doi.org/10.1002/tea.21223
Cited in: Introducing Improvement Research in Education

Item sets: IRE Handbook Introduction Citation

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