ABSTRACT

Drawing on the capability approach to human development and Bourdieuan reflexive sociology, this paper explores the interplay of teacher agency and professional practice. The paper names five facets of teacher agency. It shows that teachers with a strong sense of agency actively seek learning opportunities—inquisitive agency; think effortfully about their beliefs and practices—deliberative agency; demand to be valued and respected for their professional work—recognitive agency; are committed to addressing educational disadvantages—responsive agency; and act ethically and make morally justifiable decisions—moral agency. Professional learning experiences that problematise practice and context of practice are proposed as an instrument for building teacher agency.

摘要

借鉴人类发展和布尔迪安反思社会学的能力方法，本文探讨了教师代理与专业实践之间的相互作用。该论文列出了教师代理机构的五个方面。它表明，具有强烈的代理意识的教师会积极寻求学习机会-好奇的代理；认真思考他们的信念和做法-协商代理；要求对其专业工作（认可机构）予以重视和尊重；致力于解决教育方面的不利因素-反应迅速；并以道德的方式行事并做出道德上合理的决定-道德行事。提出有问题的实践和实践背景的专业学习经验，作为建立教师代理的工具。