Teacher Agency in In-Service Teacher Training (ISTT) as Continuous Professional Learning in Nepal: A Comparative Case Study at Community Schools

• In Event: AERA Graduate Student Research in Progress Roundtable Session Three
  In Roundtable Session: Innovative Professional Development, Teacher Leadership, and Continuous Professional Learning (Table 8)

Abstract

Developing teacher agency in continuous professional learning (CPL) in Nepal should be considered an essential issue, as existing in-service teacher training (ISTT) lack active teacher participation. Because the concept of CPL has been foregrounded recently, the understanding of teacher agency in CPL and the necessary educational and environmental resources in the school environment have not yet been explored. The paper aims to explore the current situation and the causes of teacher agency in CPL at the school level, both manifest and latent. This study adopted a comparative case study of community schools representing typical challenges in Nepal. It is because agency is considered a necessary capability in adversity. Focus group discussions (FGDs) with teachers were conducted. Interviews with principals and head teachers were also conducted to understand the school environment. The study used a theoretical framework of the ecological teacher agency. Study results indicated that even when teachers are personally motivated, restricted learning resources and the lack of support by managers limit their understanding of the relationship between problems at school and teachers' learning, hindering their exercise of agency. Furthermore, the lack of learning communities, school cultures, and the absence of ICT resources make it difficult for teachers to exercise their agency. Regardless of teacher motivation, attempts made in the learning ecosystem through the practice of creating connections with other teachers in and out of the school are essential for achieving teacher agency in CPL.

Author

• Satoko Tabata, University of Tsukuba
  Presenting Author