Comprehensive school teachers’ professional agency in large-scale educational change

By K. Pyhältö, J. Pietarinen, T. Soini. 2014

128 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7ceabc4e4ad729b518e3bc3444c999b13ece220f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Auli Toom
2. K. Pyhältö
3. J. Pietarinen
4. T. Soini

In Education

1. Auli Toom
2. K. Pyhältö
3. J. Pietarinen
4. T. Soini

Citations in the corpus

• What contributes to first-year student teachers’ sense of professional agency in the classroom? (2015, background): “It also provides motivation to implement and develop one’s own expertise (Pyhältö et al., 2011, 2012a; Rogoff, Matusov, & White, 1996; Sachs, 2000, 2003; Soini, Pyhältö, & Pietarinen, 2010; Turnbull, 2002, 2005) throughout one’s teaching career.”
• Teacher Agency : What Is It and Why Does It Matter? (2015, unknown): “…in recent literature as an alternative means of understanding how teachers might enact practice and engage with policy (e.g. Lasky, 2005; Leander & Osbourne, 2008; Ketelaar et al., 2012; Pyhältö, Soini, & Pietarinen, 2012; Priestley, Biesta & Robinson, 2013; Pyhältö, Pietarinen & Soini, 2014).”