Associations between problem framing and teacher agency in school-based workgroup discussions of problems of practice

Citation:

Babichenko, M., Segal, A., & Asterhan, C. S. C. . (2021). Associations between problem framing and teacher agency in school-based workgroup discussions of problems of practice. Teaching and Teacher Education, 105, 103417. Retrieved from https://doi.org/10.1016/j.tate.2021.103417
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Abstract:

We explore how problem framing shapes teacher dialogue in teacher-led, school-based peer consultations. Twenty audio-recorded workgroup conversations were analyzed using a mixed-methods approach. Three different frames for presenting problems of practice were identified: teaching-, student- and classroom composition-oriented. Quantitative analyses showed associations between problem frames and the ensuing positioning of teachers as main agentive actors. In-depth qualitative analysis of two focal cases of low-teacher-agency problem frames (student- and classroom composition-oriented) revealed that psychologized discourses and attribution of responsibility to parents contributed to reduction of teacher responsibility and concomitant limited agency, and that initial problem frames were resistant to reframing.

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Last updated on 03/28/2024