@article {25699,
	title = {Associations between problem framing and teacher agency in school-based workgroup discussions of problems of practice},
	journal = {Teaching and Teacher Education},
	volume = {105},
	year = {2021},
	pages = {103417},
	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.},
	url = {https://doi.org/10.1016/j.tate.2021.103417},
	author = {Babichenko, M. and Segal, A. and Asterhan, C.S.C}
}
