Teacher agency and epistemic approaches: research’s outlooks on teacher education
DOI:
https://doi.org/10.7346/sird-012024-p91Keywords:
Teacher Agency, Epistemic Agency, Shared Epistemic Agency, Teacher Education, Collaborative LearningAbstract
Among various fields of investigation, teacher agency is today recognized as a central issue for effectively qualifying the teacher action into educational contexts and rethinking the policies and organization of teacher education. Particularly, shared and collaborative agency into team activities is considered the main point of reference for rethinking and reviewing the entire educational and training system, both initial one as the continuous professional development. This article proposes a preliminary study on the construct of agency derived from decades-long studies and research at an international level which highlight different approaches: the concept of epistemic agency and shared epistemic agency emerges as the most interesting and profitable of investigation to explore the teachers' intentional action in collaborative interaction on shared knowledge objects. The collected evidence will allow us to develop an in-depth understanding of the concept, its characteristics and the dimensions that marked it, to better outline new directions for educational and professional qualification.
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