Student teacher professional agency in the practicum

By M. Turnbull. 2005

101 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/b718a67a358f9823850007deb6255602cf0dc027

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In Education

In Human Factors and Ergonomics

Citations in the corpus

Critiquing Teacher Preparation Research (2015, background): “, resources, climate, departmental culture, policies) on the outcomes of fieldwork (e.g., sense of agency, understanding of the teacher/student roles, dispositions toward collaboration, sense of self as a teacher, ability to implement collaborative learning, teaching practice; for example, Caires, A”
Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction (2017, background): “Professional agency consists of teachers’ will and motivation to learn, self-efficacy beliefs about learning and intentional activities towards learning in classroom (Giddens, 1986; Edwards, 2005; Soini, Pietarinen, & Pyhältö, in press; Turnbull, 2002; 2005).”
‘I need to be strong and competent’: a narrative inquiry of a student-teacher’s emotions and identities in teaching practicum (2016, background): “…words, stimulated by the negative feelings, while Ming complied with the emotional rules in hiding his emotions and following the mentors’ requirement, he tried to find ways to adhere to his own beliefs and hold moral commitments to students as a reflective and agentive teacher (Turnbull, 2005).”
What contributes to first-year student teachers’ sense of professional agency in the classroom? (2015, background): “The skills, strategies and professional stance acquired in pre-service teacher education form the early-career teacher’s frame of reference towards teaching, learning and development of professional agency at work (Donche & Van Petegem, 2009; Turnbull, 2005).”