A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Polyphonic agency as precondition for teachers' research literacy
Tekijät: Heikkilä Mirva, Eriksen Andreas
Kustantaja: TAYLOR & FRANCIS LTD
Julkaisuvuosi: 2023
Journal: Educational Philosophy and Theory
Tietokannassa oleva lehden nimi: EDUCATIONAL PHILOSOPHY AND THEORY
Lehden akronyymi: EDUC PHILOS THEORY
Sivujen määrä: 11
ISSN: 0013-1857
eISSN: 1469-5812
DOI: https://doi.org/10.1080/00131857.2023.2224560
Verkko-osoite: https://www.tandfonline.com/doi/full/10.1080/00131857.2023.2224560
Rinnakkaistallenteen osoite: 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.
Ladattava julkaisu This is an electronic reprint of the original article. |  |
