ABSTRACT

Societal, structural, value-based or economic changes and changes related to technological developments necessitate a continuous development process in the field of education. In responding to the changes, teacher agency becomes a key factor. This study explores when the context of reform provides the basis for the growth of agency and when it disables the potential for teacher agency. The analysis is based on empirical data gathered as part of a large-scale mixed-methods study of the professionalism of Estonian teachers. This study identified the strong presence of professional knowledge and skills among teachers related mainly to classroom work and we argue that this is a result of focusing on short-term professional aims. But a prerequisite for the growth of teacher agency is support so that teachers can develop their professional vocabulary and theoretical knowledge base.

摘要

社会、结构、基于价值或经济的变化以及与技术发展相关的变化需要教育领域的持续发展过程。在应对变化的过程中，教师能动性成为关键因素。本研究探讨了改革背景何时为能动性的发展提供了基础，何时会削弱教师能动性的潜力。该分析基于作为爱沙尼亚教师专业性的大规模混合方法研究的一部分收集的经验数据。这项研究确定了教师中主要与课堂工作相关的专业知识和技能的强烈存在，我们认为这是专注于短期专业目标的结果。