Accesso libero

Agents pedagogical: Bootstrapping reflexive practice through the psychological resources of self-agency

INFORMAZIONI SU QUESTO ARTICOLO

Cita

Bakkenes, I., Vermunt, J., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533-548.10.1016/j.learninstruc.2009.09.001Search in Google Scholar

Bakker, A. (2011). An evidence-based model of work engagement. Current Directions in Psychological Science, 20(4), 265-269.10.1177/0963721411414534Search in Google Scholar

Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9-44.10.1177/0149206311410606Search in Google Scholar

Baxter Magolda, M. (2002). Epistemological reflection: The evolution of epistemological assumptions from age 18 to 30. In B. Hofer, & P. Pintrich (Eds.), Personal Epistemology (pp. 89-102). Mahwah, NJ: LEA.Search in Google Scholar

Beeftink, F., Eerde, W., Rutte, C., & Bertrand, J. (2012). Being successful in a creative profession: The role of innovative cognitive style, self-regulation, and self-efficacy. Journal of Business and Psychology, 27(1), 71-81.10.1007/s10869-011-9214-9Search in Google Scholar

Bereiter, C. (1980). Development in writing. In L. Gregg, & E. Steinberg (Eds.), Cognitive Processes in Writing (pp. 73-93). Hilsdale, NJ: Lawrence Erlbaum Associates.Search in Google Scholar

Billett, S. (2009). Personal epistemologies, work and learning. Educational Research Review, 4(3), 210-219.10.1016/j.edurev.2009.06.001Search in Google Scholar

Brownlee, J., Schraw, G., & Berthelsen, D. (Eds.). (2011). Personal epistemology and teacher education. New York: Routledge.Search in Google Scholar

Buxton, C., Allexsaht-Snider, M., Kayumova, S., Aghasaleh, R., Choi, Y., & Cohen, A. (2015). Teacher agency and professional learning: Rethinking fidelity of implementation as multiplicities of enactment. Journal of Research in Science Teaching, 52(4), 489-502.10.1002/tea.21223Search in Google Scholar

Cacciamani, S., Cesareni, D., Martini, F., Ferrini, T., & Fujita, N. (2012). Influence of participation, facilitator styles, and metacognitive reflection on knowledge building in online university courses. Computers & Education, 58(3), 874-884.10.1016/j.compedu.2011.10.019Search in Google Scholar

Caetano, A. (2015). Defining personal reflexivity: A critical reading of Archer’s approach. European Journal of Social Theory, 18(1), 60-75.10.1177/1368431014549684Search in Google Scholar

Carney, M., Brendefur, J., Thiede, K., Hughes, G., & Sutton, J. (2014). Statewide mathematics professional development: Teacher knowledge, self-efficacy, and beliefs. Educational Policy. 30(4), 539-572Search in Google Scholar

Carver, C., Johnson, S., Joormann, J., & Scheier, M. (2015). An evolving view of the structure of self-regulation. In G. Gendolla, M. Tops, & S. Koole (Eds.), Handbook of biobehavioral approaches to self-regulation (pp. 9-23). New York, NY: Springer New York.Search in Google Scholar

Chen, J., Zhang, Y., Zhong, J., Hu, L., & Li, H. (2013). The primacy of the individual versus the collective self: Evidence from an event-related potential study. Neuroscience Letters, 535(0), 30-34.10.1016/j.neulet.2012.11.061Search in Google Scholar

Cheng, A., Tang, S., & Cheng, M. (2016). Changing conceptions of teaching: A fouryear learning journey for student teachers. Teachers and Teaching, 22(2), 177-197.10.1080/13540602.2015.1055437Search in Google Scholar

Chirkov, V. (2014). The universality of psychological autonomy across cultures: Arguments from developmental and social psychology. In N. Weinstein (Ed.), Human motivation and interpersonal relationships (pp. 27-51). Netherlands: Springer.Search in Google Scholar

Coffman, A. (2015). Teacher agency and education policy. The New Educator, 11(4), 322-332.10.1080/1547688X.2015.1087759Search in Google Scholar

Damşa, C., Kirschner, P., Andriessen, J., Erkens, G., & Sins, P. (2010). Shared epistemic agency: An empirical study of an emergent construct. Journal of the Learning Sciences, 19(2), 143 - 186.10.1080/10508401003708381Search in Google Scholar

De Vries, S., Van de Grift, W., & Jansen, E. (2013). How teachers’ beliefs about learning and teaching relate to their continuing professional development. Teachers and Teaching, 20(3), 1-20.Search in Google Scholar

De Witt Huberts, J., Evers, C., & De Ridder, D. (2013). “Because I am worth it”: A theoretical framework and empirical veview of a justification-based account of self regulation failure. Personality and Social Psychology Review, 18(2), 119-38.10.1177/1088868313507533Search in Google Scholar

Demir, K., & Ellett, C. (2014). Science teacher self-efficacy beliefs, change processes, and professional development. In R. Evans, J. Luft, C. Czerniak, & C. Pea (Eds.), The role of science teachers’ beliefs in international classrooms (pp. 179-190). Rotterdam: Sense.Search in Google Scholar

Dewey, J. (1910). How we think. Lexington, MA: D.C. Heath.10.1037/10903-000Search in Google Scholar

Dworkin, G. (2015). The nature of autonomy. Nordic Journal of Studies in Educational Policy, 2, 7-14.10.3402/nstep.v1.28479Search in Google Scholar

Ekmekci, A., Corkin, D., & Papakonstantinou, A. (2015). The relationship between teacher related factors and mathematics teachers’ educational beliefs about mathematics. Paper presented at the Proceedings of the 42nd Annual Meeting of the Research Council on Mathematics Learning.Search in Google Scholar

Fairbanks, C., Duffy, G., Faircloth, B., H., Y., Levin, B., Rohr, J., & Stein, C. (2010). Beyond knowledge: Exploring why some teachers are more thoughtfully adaptive than others. Journal of Teacher Education, 61(1-2), 161-171.10.1177/0022487109347874Search in Google Scholar

Feldman, G., Chandrashekar, S., & Wong, K. (2016). The freedom to excel: Belief in free will predicts better academic performance. Personality and Individual Differences, 90, 377-383.10.1016/j.paid.2015.11.043Search in Google Scholar

Frith, C., & Frith, U. (2012). Mechanisms of social cognition. Annual Review of Psychology, 63(1), 287-313.10.1146/annurev-psych-120710-100449Search in Google Scholar

Frostenson, M. (2015). Three forms of professional autonomy: De-professionalisation of teachers in a new light. Nordic Journal of Studies in Educational Policy, 2, 20-29.10.3402/nstep.v1.28464Search in Google Scholar

Gagné, M., & Bhave, D. (2011). Autonomy in the workplace: An essential ingredient to employee engagement and well-being in every culture. In V. Chirkov, R. Ryan, & K. Sheldon (Eds.), Human Autonomy in Cross-Cultural Context (Vol. 1, pp. 163-187): Springer Netherlands.Search in Google Scholar

Glannon, W. (2014). Neuromodulation, agency and autonomy. Brain Topography, 27(1), 46-54.10.1007/s10548-012-0269-3Search in Google Scholar

Goller, M., & Billett, S. (2014). Agentic behaviour at work: Crafting learning experiences. In C. Harteis, A. Rausch, & J. Seifried (Eds.), Discourses on Professional Learning (Vol. 9, pp. 25-44): Springer Netherlands.Search in Google Scholar

Gröpel, P., Baumeister, R., & Beckmann, J. (2014). Action versus state orientation and self control performance after depletion. Personality and Social Psychology Bulletin, 40(4), 476-487.10.1177/0146167213516636Search in Google Scholar

Grossman, R. (2008). Structures for facilitating student reflection. College Teaching, 57(1), 15-22.10.3200/CTCH.57.1.15-22Search in Google Scholar

Gu, Q. (2014). The role of relational resilience in teachers’ career-long commitment and effectiveness. Teachers and Teaching, 20(5), 502-529.10.1080/13540602.2014.937961Search in Google Scholar

Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49.10.1016/0742-051X(94)00012-USearch in Google Scholar

Kazempour, M., & Sadler, T. (2015). Pre-service teachers’ science beliefs, attitudes, and self efficacy: A multi-case study. Teaching Education, 26(3), 247-271.10.1080/10476210.2014.996743Search in Google Scholar

Kellogg, R. (1994). The psychology of writing. Oxford: Oxford University Press.Search in Google Scholar

King, P., & Kitchener, K. (1994). Developing reflective judgement. San Francisco: Jossey Bass Publishers.Search in Google Scholar

Klusmann, U. (2013). Occupational self-regulation. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV project (pp. 291-308). Boston, MA: Springer US.Search in Google Scholar

Knaggs, C., & Sondergeld, T. (2015). Science as a learner and as a teacher: Measuring science self-efficacy of elementary preservice teachers. School Science and Mathematics, 115(3), 117-128.10.1111/ssm.12110Search in Google Scholar

Kögler, H. (2012). Agency and the other: On the intersubjective roots of self-identity. New Ideas in Psychology, 30(1), 47-64.10.1016/j.newideapsych.2010.03.010Search in Google Scholar

Korthagen, F., & Vasalos, A. (2009). From reflection to presence and mindfulness: 30 years of developments concerning the concept of reflection in teacher education. Paper presented at the EARLI Conference Amsterdam.Search in Google Scholar

Kuhn, D., Cheney, R., & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development, 15(3), 309-328.10.1016/S0885-2014(00)00030-7Search in Google Scholar

Kunter, M., Kleickmann, T., Klusmann, U., & Richter, D. (2013). The development of teachers’ professional competence. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers (Vol. 8, pp. 63-77): Springer US.Search in Google Scholar

Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805-820.10.1037/a0032583Search in Google Scholar

Lai, C., Li, Z., & Gong, Y. (2016). Teacher agency and professional learning in crosscultural teaching contexts: Accounts of Chinese teachers from international schools in Hong Kong.Teaching and Teacher Education, 54, 12-21.10.1016/j.tate.2015.11.007Search in Google Scholar

Lamb, T., & Reinders, H. (Eds.). (2008). Learner and teacher autonomy: Concepts, realities, and responses. John Benjamins Publishing Company.10.1075/aals.1Search in Google Scholar

Lee, W., Lee, M., & Bong, M. (2014). Testing interest and self-efficacy as predictors of academic self-regulation and achievement. Contemporary Educational Psychology, 39(2),86-99.10.1016/j.cedpsych.2014.02.002Search in Google Scholar

Luttenberg, J., Carpay, T., & Veugelers, W. (2012). Educational reform as a dynamic system of problems and solutions: Towards an analytic instrument. Journal of Educational Change, 14(3), 1-18.Search in Google Scholar

Martinussen, R., Ferrari, J., Aitken, M., & Willows, D. (2015). Pre-service teachers’ knowledge of phonemic awareness: Relationship to perceived knowledge, selfefficacy beliefs, and exposure to a multimedia-enhanced lecture. Annals of Dyslexia, 65(3), 142-158.10.1007/s11881-015-0104-0Search in Google Scholar

Muis, K., & Franco, G. (2009). Epistemic beliefs: Setting the standards for self-regulated learning. Contemporary Educational Psychology, 34, 306-318.10.1016/j.cedpsych.2009.06.005Search in Google Scholar

Nordgren, L., & Chou, E. (2011). The push and pull of temptation: The bidirectional influence of temptation on self-control. Psychological Science, 22(11), 1386-1390.10.1177/0956797611418349Search in Google Scholar

O’Keefe, P., & Linnenbrink-Garcia, L. (2014). The role of interest in optimizing performance and self-regulation. Journal of Experimental Social Psychology, 53(0), 70-78.10.1016/j.jesp.2014.02.004Search in Google Scholar

OECD. (2005). Teachers matter: Attracting, developing and retaining effective teachers (Final Report).Search in Google Scholar

Pantić, N. (2015). A model for study of teacher agency for social justice. Teachers and Teaching, 21(6), 759-778.10.1080/13540602.2015.1044332Search in Google Scholar

Phan, H. (2011). Interrelations between self-efficacy and learning approaches: A developmental approach. Educational Psychology, 31(2), 225-246.10.1080/01443410.2010.545050Search in Google Scholar

Reeve, J., & Cheon, S. (2016). Teachers become more autonomy supportive after they believe it is easy to do. Psychology of Sport and Exercise, 22, 178-189.10.1016/j.psychsport.2015.08.001Search in Google Scholar

Retelsdorf, J., Butler, R., Streblow, L., & Schiefele, U. (2010). Teachers’ goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout. Learning and Instruction, 20(1), 30-46.10.1016/j.learninstruc.2009.01.001Search in Google Scholar

Riconscente, M. (2014). Effects of perceived teacher practices on Latino high school students’ interest, self-efficacy, and achievement in mathematics. The Journal of Experimental Education, 82(1), 51-73.10.1080/00220973.2013.813358Search in Google Scholar

Ryan, R., & Deci, E. (2011). A self-determination theory perspective on social, institutional, cultural, and economic supports for autonomy and their importance for well-being. In V. Chirkov, R. Ryan, & K. Sheldon (Eds.), Human autonomy in crosscultural context (Vol. 1, pp. 45-64): Springer Netherlands.Search in Google Scholar

Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago, IL Open Court.Search in Google Scholar

Schiefele, U., & Schaffner, E. (2015). Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Contemporary Educational Psychology, 42, 159-171.10.1016/j.cedpsych.2015.06.005Search in Google Scholar

Schiefele, U., Streblow, L., & Retelsdorf, J. (2013). Dimensions of teacher interest and their relations to occupational well-being and instructional practices. Journal for Educational Research Online, 5(1), 7-37.Search in Google Scholar

Shim, S., Cho, Y., & Cassady, J. (2013). Goal Structures: The role of teachers’ achievement goals and theories of intelligence. The Journal of Experimental Education, 81(1), 84-104.10.1080/00220973.2011.635168Search in Google Scholar

Skaalvik, E., Federici, R., & Klassen, R. (2015). Mathematics achievement and selfefficacy: Relations with motivation for mathematics. International Journal of Educational Research, 72, 129-136.10.1016/j.ijer.2015.06.008Search in Google Scholar

Suzawa, G. (2013). The learning teacher: Role of ambiguity in education. Journal of Pedagogy, 2(4), 220-236.10.2478/jped-2013-0012Search in Google Scholar

Taboada Barber, A., Buehl, M., Kidd, J., Sturtevant, E., Richey Nuland, L., & Beck, J. (2014). Reading engagement in social studies: Exploring the role of a social studies literacy intervention on reading comprehension, reading self-efficacy, and engagement in middle school students with different language backgrounds. Reading Psychology, 36(1), 31-85.10.1080/02702711.2013.815140Search in Google Scholar

Tsamir, P., Tirosh, D., Levenson, E., Tabach, M., & Barkai, R. (2015). Preschool teachers’ knowledge and self-efficacy needed for teaching geometry: Are they related? In B. Pepin & B. Roesken-Winter (Eds.), From beliefs to dynamic affect systems in mathematics education (pp. 319-337): Springer International Publishing.Search in Google Scholar

Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.10.1016/S0742-051X(01)00036-1Search in Google Scholar

Velthuis, C., Fisser, P., & Pieters, J. (2015). Collaborative curriculum design to increase science teaching self-efficacy: A case study. The Journal of Educational Research, 108(3), 217-225.10.1080/00220671.2013.878299Search in Google Scholar

Wang, Y., Tsai, C., & Wei, S. (2015). The sources of science teaching self-efficacy among elementary school teachers: A mediational model approach. International Journal of Science Education, 37(14), 2264-2283.10.1080/09500693.2015.1075077Search in Google Scholar

Wermke, W., & Höstfält, G. (2014). Contextualizing teacher autonomy in time and space: A model for comparing various forms of governing the teaching profession. Journal of Curriculum Studies, 46(1), 58-80.10.1080/00220272.2013.812681Search in Google Scholar

Yadav, A., Herron, M., & Samarapungavan, A. (2011). Personal epistemology in preservice teacher education. In J. Brownlee, G. Schraw, & D. Berthelsen (Eds.), Personal epistemology and teacher education (pp. 25-39). London: Routledge.Search in Google Scholar

Zee, M., Koomen, H., Jellesma, F., Geerlings, J., & De Jong, P. (2016). Inter- and intra-individual differences in teachers’ self-efficacy: A multilevel factor exploration. Journal of School Psychology, 55, 39-56.10.1016/j.jsp.2015.12.003Search in Google Scholar

Zohar, A., & Barzilai, S. (2013). A review of research on metacognition in science education: Current and future directions. Studies in Science Education, 49(2), 121-169. 10.1080/03057267.2013.847261Search in Google Scholar

eISSN:
1338-2144
Lingua:
Inglese
Frequenza di pubblicazione:
2 volte all'anno
Argomenti della rivista:
Social Sciences, Education, other