Teachers' Perceived Professional Space and Their Agency

• In Event: Teacher Leader Agency and Influence

Abstract

In order to increase student performance, governments stress the importance of standardization which is seen as a threat to teachers’ professionalism. In this small-scale study we examine how teachers use their professional space in these changing circumstances. The practice of eighteen beginning and middle career teachers were examined in-depth using observations, interviews and storylines. Our analyses revealed the importance of both personal and contextual factors such as the working environment. Teacher agency was found to be an essential factor in teachers’ usage of professional space. Insights into the relation between the perceived space and agency can promote our understanding of teacher professionalism and the development of teachers as leaders of their own practice.

Authors

• Helma Oolbekkink, Radboud University Nijmegen

• Linor Lea Hadar, University of Haifa

• Kari Smith, Norwegian University of Science and Technology

• Ingrid Helleve, University of Bergen

• Marit Ulvik, University of Bergen