Relational agency and disposition in sociocultural accounts of learning to teach

By Anne Edwards *, C. D'arcy. 2004

230 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/0ae31d7be10585dac4c79c75a06e2ca26f613bee

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In Developmental and Educational Psychology

In Education

In Human Factors and Ergonomics

Citations in the corpus

Reflection in teacher education (2007, background): “This is not merely the passing on ‘tricks of the trade’ (Edwards, 1995 ; Edwards & D’Arcy, 2004 ) to cope with practical problems in teaching.”
Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction (2017, background): “Teachers with no experience in seeking support or giving support to others are less likely to promote students’ agency in the classroom (Edwards, 2005; Edwards & D’Arcy, 2004).”
Relational Agency in Professional Practice: A CHAT Analysis (2007, background): “This focus on planned performance and lack of responsiveness resonated into children’s relationships with each other: only one of the twenty four student teachers mentioned helping children support each other as learners (Edwards & D’Arcy, 2004).”
From Resistance to Involvement: Examining Agency and Control in a Playworld Activity (2008, background): “In their recent work, Edwards and D'Arcy (2004) see that school should support and develop what they call “relational agency,” a capacity for recognizing and using the support of others, as well as be able to respond to the need for support from others.”
What contributes to first-year student teachers’ sense of professional agency in the classroom? (2015, background): “Student teachers have been, for instance, shown to have difficulties in taking their pupils’ needs into account in pedagogical encounters (Edwards & D’Arcy, 2004; Edwards & Protheroe, 2003; Kumpulainen & Lipponen, 2012).”
Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children (2013, background): “Basically, the ZPD refers to any sociocultural activity that a child can accomplish with the help of others (Vygotskij 1984 : 263), and agency within such activities depends on the participants’ abilities to benefit from assistance of others (Edwards and D’Arcy 2004 ).”