Abstract
In this multiple case study, we investigated teachers professional agency in relation to school development in the context of having a PhD scholarship, and the interplay of personal and social resources. Semi-structured interviews were conducted with 11 Dutch secondary education teachers with PhD scholarships. Teachers are achieving bounded, restricted and extensive agency, and performed informed actions aiming to influence curriculum development and research culture. The interplay between personal and social resources we found influences teachers achieving of professional agency. Implications for future research include more in-depth analysis of this interplay of resources in achieving agency.
Original language | English |
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Article number | 103684 |
Number of pages | 10 |
Journal | Teaching and Teacher Education |
Volume | 113 |
Early online date | 2022 |
DOIs | |
Publication status | Published - May 2022 |
Bibliographical note
Funding Information:This work was supported by The Netherlands initiative for Education Research NRO [grant number 405-14-403 ].
Publisher Copyright:
© 2022 The Authors
Keywords
- PhD scholarship
- Professional agency
- School development
- Secondary education
- Teacher research