The Role of Knowledge in Teacher Agency: An Understanding Theoretical Model
Abstract Teacher Knowledge is a relevant subject matter for educational research since there is evidence about the impact of teachers in the effectiveness and improvement of educational systems. However, mainly researches have a biased and incomplete approach about it, because they offer fewer operative methods of investigation or that distort the concept that is studied. To overcome these constraints and to study in a operational way teacher educational knowledge is necessary to draw from a teacher agency approach, which lead us to understand clearly what is professional practice. The aim of this paper is to offer a theoretical and methodological model which links teacher agency with educational knowledge that teacher can produce. For that we have done a critical-reflective work about the reference material and the research concepts, and we have drawn from two understanding models: Pedagogical Content Knowledge Summit model (Helms, & Stoke, 2013) about Pedagogical Content Knowledge and ecological model of Priestley et al. (2015) about teacher agency. As results, we offer a model that links the concepts of teacher agency and teacher knowledge, and it expands the teacher knowledge understanding because it incorporates two dimensions about it: (1) knowledge that teacher incorporates and get and (2) knowledge that teacher produces ad intra and ad extra of profession. Our prospect of this model is to observe if it is useful for studying knowledge that teachers create through reflective and collaborative practices in an operational way and to locate the inherited classic gap between theory and praxis in a more constructive place.
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Roth, K., Wilson. C., Taylor, J. Stuhlsatz, M., & Hvidsten, C. (2019). Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science. American Educational Research Journal, 56(4), 1217-1253. https://doi.org/10.3102/0002831218814759
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Schön, D. A. (1984). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
Shulman, L. S. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Spencer, D. (2014). Was moses peer observed? The ten commandments of peer observation of teaching. In J. Sachs & M. Parsell (Eds.), Peer review of learning and teaching in higher education. International Perspectives (pp. 183-200). Springer. https://doi.org/10.1007/978-94-007-7639-5
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Úbeda, J. (2018). Del cambio educativo a las mejoras educativas: el protagonismo del conocimiento educativo de los docentes. Cuadernos de pedagogía, 487(3), 76-81.
Verástegui, M. (2019). El conocimiento educativo de los docentes en la transformación y la mejora educativa. En H. Monarca, J. M. Gorostiaga, & Fco. J. Pericacho (Coords.), Calidad de la educación: aportes de la investigación y la práctica (pp. 171-192). Dykinson. https://hdl.handle.net/10486/686710
Villar Angulo, L. M. (Coord.). (1995). Un ciclo de enseñanza reflexiva. Estrategia para el diseño curricular. Ediciones Mensajero.
Viñao, A. (2018). La desprofesionalización de la docencia: viejas cuestiones, nuevas amenazas. Revista digital de educación del FEAE-Aragón, 23, 8-11. https://feae.eu/revista-forum-aragon-numero-23/
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Zeichner, K., & Liston, D. (1996). Reflective Teaching: An Introduction. Lawrence Erlbaurm
Biesta, G., Filippakou, O., Wainwright, E., & Aldridge, D. (2019). Why educational research should not just solve problems, but should cause them as well. British Educational Research Journal, 45(1), pp 1-4. https://doi.org/10.1002/berj.3509
Biesta, G., Priestley, M., & Robinson, S. (2017). Talking about education: exploring the significance of teachers’ talk for teacher agency. Journal of Curriculum Studies, 49(1), 38-54. https://doi.org/10.1080/00220272.2016.1205143
Burgess, S., Shenila, R., & Taylor, E. (2019). Teacher peer observation and student test scores: Evidence from a field experiment in English secondary schools. EdWorkingPaper, 19-139. Annenberg Institute at Brown University. https://www.edworkingpapers.com/ai19-139
Contreras, J., y Pérez de Lara, N. (2010). La experiencia y la investigación educativa. En J. Contreras y N. Pérez de Lara (Coords.), Investigar la experiencia educativa (pp. 21-86). Morata.
Croll, P. (1995). La observación sistemática en el aula. Muralla.
Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Prometheus Books.
Domingo, A. (2020). Profesorado reflexivo e investigador. Propuestas y experiencias formativas. Narcea.
Fernández, C. (2014). Knowledge base for teaching and pedagogical content knowledge (PCK): some useful models and implications for teacher´s training. Problems of Education in the 21st century, 60, 79- 100. https://www.scientiasocialis.lt/pec/node/files/pdf/vol60/79-100.Fernandez_Vol.60.pdf
Firestone, W. & Donaldson, M. (2019). Teacher evaluation as data use: what recent research suggests. Educational Assessment, Evaluation and Accountability, 31, 289-314. https://doi.org/10.1007/s11092-019-09300-z
González, A. (1997). Estructuras de la praxis. Ensayo de una filosofía primera. Fundación Xavier Zubiri.
Groundwater-Smith, S., Mitchell, J., & Mockler, N. (2016). Praxis and the language of improvement: inquiry- based approaches to authentic improvement in Australasian schools. School Effectiveness and School Improvement, 27(1), 80-90. https://doi.org/10.1080/09243453.2014.975137
Helms, J., & Stokes, L. (2013). A meeting of minds around Pedagogical Content Knowledge: designing an international PCK summit for professional, community and field development. Inverness Research- PCK Summit Report. https://www.researchgate.net/publication/286265312
Kemmis, S. (2006). Participatory action research and the public sphere. Educational Action Research, 14(4), 459-476. https://doi.org/10.1080/09650790600975593
Killion, J., & Todnem, G. (1991). A process for personal theory building. Educational Leadership, 48(6), 14-16. https://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199103_killion.pdf
Leijen, A., Pedaste, M., & Lepp, L. (2020). Teacher agency following the ecological model: how it is achieved and how it could be strengthened by different types of reflection. British Journal of Educational Studies, 68(3), 295-310. https://doi.org/10.1080/00071005.2019.1672855
Malpica, F. (2013). Calidad de la práctica educativa. Referentes, indicadores y condiciones para mejorar la enseñanza-aprendizaje (4ªed). Graó.
Medina, J. L. (2006). La profesión docente y la construcción del conocimiento profesional. Lumen.
Medina, J. L., y Pérez, M. J. (2017). La construcción del conocimiento en el proceso de aprender a ser profesor: la visión de los protagonistas. Revista de currículum y formación del profesorado, 21(1), 17- 38. https://www.redalyc.org/pdf/567/56750681002.pdf
Moreno, J. M. (2018). Profesorado: más que una profesión. Cuadernos de pedagogía. Especial profesión docente, 489, 12-17.
Moya, J., y Luengo, F. (2019). Capacidad profesional docente. Buscando la escuela de nuestro tiempo. Anaya.
Murillo, J., Perines, H., y Lomba, L. (2017). La comunicación de la investigación educativa. Una aproximación a la relación entre la investigación, su difusión y la práctica docente. Revista de currículum y formación del profesorado, 21(3), 183-200. https://recyt.fecyt.es/index.php/profesorado/article/view/59794
Perines, H. (2018). ¿Por qué la investigación educativa no impacta en la práctica docente? Estudios sobre educación, 34, 9-27. https://doi.org/10.15581/004.34.9-27
Poulou, M., Reddy, L., & Dudek, C. (2019). Relation of teacher self-efficacy and classroom practices: a preliminary investigation. School Psychology International, 40(1), 25-48. https://doi.org/10.1177/0143034318798045
Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher Agency. An ecological Approach. Bloomsbury.
Priestley, M., & Drew, V. (2019). Professional Enquiry: an ecological approach to developing teacher agency. In D. Godfrey & C. Brown (Eds.), An eco-system for research-engaged schools. Reforming education through research (pp. 154-170). Routledge. https://hdl.handle.net/1893/28253
Reis- Jorge, J., Ferreira, M., y Olcina-Sempere, G. (2020). La figura del profesorado-investigador en la reconstrucción de la profesionalidad docente en un mundo en transformación. Revista Educación, 44(1), 1-11. https://doi.org/10.15517/revedu.v44i1.39044
Roth, K., Wilson. C., Taylor, J. Stuhlsatz, M., & Hvidsten, C. (2019). Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science. American Educational Research Journal, 56(4), 1217-1253. https://doi.org/10.3102/0002831218814759
Rupérez, F. L. (2014). Fortalecer la profesión docente. Un desafío crucial. Narcea.
Schön, D. A. (1984). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
Shulman, L. S. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Spencer, D. (2014). Was moses peer observed? The ten commandments of peer observation of teaching. In J. Sachs & M. Parsell (Eds.), Peer review of learning and teaching in higher education. International Perspectives (pp. 183-200). Springer. https://doi.org/10.1007/978-94-007-7639-5
Thoilliez, B. (2013). Implicaciones pedagógicas del pragmatismo filosófico americano. Una reconsideración de las aportaciones educativas de Charles S. Peirce, William James y John Dewey. Tesis doctoral. Universidad Autónoma de Madrid. https://hdl.handle.net/10486/13475
Úbeda, J. (2018). Del cambio educativo a las mejoras educativas: el protagonismo del conocimiento educativo de los docentes. Cuadernos de pedagogía, 487(3), 76-81.
Verástegui, M. (2019). El conocimiento educativo de los docentes en la transformación y la mejora educativa. En H. Monarca, J. M. Gorostiaga, & Fco. J. Pericacho (Coords.), Calidad de la educación: aportes de la investigación y la práctica (pp. 171-192). Dykinson. https://hdl.handle.net/10486/686710
Villar Angulo, L. M. (Coord.). (1995). Un ciclo de enseñanza reflexiva. Estrategia para el diseño curricular. Ediciones Mensajero.
Viñao, A. (2018). La desprofesionalización de la docencia: viejas cuestiones, nuevas amenazas. Revista digital de educación del FEAE-Aragón, 23, 8-11. https://feae.eu/revista-forum-aragon-numero-23/
Willinghan, D., & Daniel, D. (2021). Making Education Research Relevant. How research can give teachers more choices. Education Next, 21(2). https://www.educationnext.org/making-education-research-relevant-how-researchers-can-give-teachers-more-choices/
Zeichner, K., & Liston, D. (1996). Reflective Teaching: An Introduction. Lawrence Erlbaurm
Verástegui Martínez, M., & Úbeda, J. (2022). The Role of Knowledge in Teacher Agency: An Understanding Theoretical Model. Teoría De La Educación. Revista Interuniversitaria, 34(2), 237–255. https://doi.org/10.14201/teri.26953
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