This article aimed to investigate how student podcasts, under specific circumstances, can constitute a novel and potentially powerful format for student agency. We examined a specific teacher education programme in which a student initiated podcast was created as a space for dialogue and reflection on vital educational issues. Taking a sociocultural approach, we study the enactment of agency as the student teachers critically interact with different members of the profession and educational practices. Interaction analysis was employed to shed light on how the podcast was shaped as a dialogic space that affords student teacher agency. By sharing experiences and engaging in podcasting, the student teachers create a dialogical space for connections between past, present and future and positioning themselves as future teachers when taking on professional challenges. The study can offer teacher education insights into how creating and maintaining a podcast can provide opportunities for agentic learning.

本文旨在研究学生播客在特定情况下如何构成学生代理机构的一种新颖且可能强大的格式。我们检查了一个特定的教师教育计划，在该计划中，创建了一个学生发起的播客，作为就重要教育问题进行对话和思考的空间。采取社会文化方法，我们研究代理的制定，因为学生教师与专业和教育实践的不同成员进行批判性互动。互动分析被用来阐明播客是如何形成一个对话空间的，该对话空间为学生提供了教师代理服务。通过分享经验并参与播客，学生教师可以创建对话空间，将过去，现在和将来，并在面对专业挑战时将自己定位为未来的老师。该研究可以为教师教育提供有关创建和维护播客如何为代理学习提供机会的见识。