A1 Refereed original research article in a scientific journal
Polyphonic agency as precondition for teachers' research literacy
Authors: Heikkilä Mirva, Eriksen Andreas
Publisher: TAYLOR & FRANCIS LTD
Publication year: 2023
Journal: Educational Philosophy and Theory
Journal name in source: EDUCATIONAL PHILOSOPHY AND THEORY
Journal acronym: EDUC PHILOS THEORY
Number of pages: 11
ISSN: 0013-1857
eISSN: 1469-5812
DOI: https://doi.org/10.1080/00131857.2023.2224560
Web address : https://www.tandfonline.com/doi/full/10.1080/00131857.2023.2224560
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/180005318
This article provides a conceptual clarification of the complementary relationship between teachers' research literacy and their role-based agency. In many countries, teachers are increasingly expected to actively use and develop research. However, without taking account of teachers' distinct conditions of agency, this expectation may weaken rather than strengthen the profession. Top-down mechanisms that push teachers to follow rigid evidence-based procedures diminish their professional autonomy. At the same time, conceptual research on teachers' agency has developed new tools for promoting research literacy in a way that is conducive to professional autonomy. By conceptualizing research literacy as shaped by polyphonic agency, the article clarifies this field to support future teachers in terms of teacher education and working life. The article also articulates strategies for enhancing agency, such as raising awareness of the relevant standards, responding to accountability mechanisms, and developing teacher education programs.
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