Relational Agency in Teacher Education: Consequential Collaborations for Constructing Truth in/for/About Teacher Quality

• In Event: Mentoring Principals and Teachers at the K–12 Level

Abstract

Grounded in the Cultural-Historical Activity Theory traditions, this qualitative case study uses the concept of relational agency to explore how residents, mentor teachers, and supervisors in a clinically-rich urban teacher residency program in the US negotiate their relationship building in supporting one another’s learning and development. Data included 17 paired-interviews (residents and mentor teachers), 6 individual supervisor interviews, and 17 individual resident interviews. Findings from content analysis suggest that relational agency enacted by participants is manifested in two types of micro-negotiations: (1) co-reflecting on the lesson or class activity; (2) bridging the theory-practice gap. The study has implications for promoting consequential collaboration across residents, mentor teachers, and supervisors in terms of developing shared truths about quality teaching and meaningful learning.

Authors

• Sibel Akin-Sabuncu, TED University
  Presenting Author

• Sharon Chang, Teachers College, Columbia University
  Presenting Author

• A.Lin Goodwin, Boston College
  Presenting Author