ABSTRACT

This paper investigates the influence of a professional Religious Education (RE) conference on a small group of English Primary teachers’ emerging identities as teacher-researchers. It is framed by analysis of agency as a means of examining how teachers can become capable producers of knowledge as active partners in dialogue with critical others. The paper argues that attending the conference played a role in increasing teachers’ professional identify and agency because it provided a novel context of action in teachers’ professional lives. Teachers were made aware of a much broader professional community to which they had legitimate membership where knowledge exchange and professional validation was intensified. The conference enabled reflexive thinking that disrupted teachers’ ‘taken for granted’ habits and beliefs by offering new ways of seeing, being and acting, and in which they could forecast teacher-research as a feasible, relevant and purposeful aspect of their professional lives.

摘要

本文调查了专业宗教教育 (RE) 会议对一小群英语小学教师作为教师研究人员的新兴身份的影响。它是通过对能动性的分析来构建的，它是一种检验教师如何成为有能力的知识生产者作为与批评他人对话的积极伙伴的手段。该论文认为，参加会议在提高教师的职业认同感和能动性方面发挥了作用，因为它为教师的职业生活提供了一种新的行动环境。教师们意识到他们拥有合法会员资格的更广泛的专业社区，知识交流和专业验证得到加强。会议通过提供新的观察方式，实现了反思性思维，打破了教师“习以为常”的习惯和信念，