Professional Agency of English Teachers at Chinese Local Undergraduate Universities: A Perspective of Activity Theory
Abstract
Keywords
Full Text:
PDFReferences
Ahearn, L. M. (2001). Language and agency. Annual Review of Anthropology, 30(1), 109-137.
Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164-180.
Cohen, L., Manion. L. & Morrison, K. (2013). Research methods in education. London: Routledge.
Duranti, A. (2007). Agency in language. In A. Duranti (Ed.). A companion to linguistic anthropology. Blackwell Publishing Ltd, 451-473.
Engeström, Y. (1987/2015). Learning by expanding: An activity-theoretical approach to developmental research (2nd ed.). Cambridge: Cambridge University Press.
Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10(4), 45-65.
Evans, K. (2007). Concepts of bounded agency in education, work, and the personal lives of young adults. International Journal of Psychology,42(2), 85–93.
Fu, D. (2016). From EGP instructors to ESP instructors: On teacher role-shift in local undergraduate universities. Foreign Languages and Their Teaching, (03), 21-27+144-145.
Galperin, P. Ia. (1992). The problem of activity in Soviet psychology. Journal of Russian & East European Psychology, 30(4), 37-59.
Gao, X., Tao, J. & Gong, Y. (2018). A sociocultural inquiry on teacher agency and professional identity in curriculum reforms. Foreign Languages and Their Teaching, (1), 19-28.
Heckhausen, J., & Heckhausen, H. (2018). Motivation and action: Introduction and overview. Motivation and Action, 1–14. doi.10.1007/978-3-319-65094-4_1.
Hitlin, S., & Elder, G. H. (2007). Time,self, and the curiously abstract concept of agency. Sociological Theory, 25(2), 170-191.
Johnson, D. M. (1992). Approaches to research in second language learning. New York: Longman.
Kayi-Aydar H. Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers. Teaching and Teacher Education, 2015( 45), 94-103.
Ketelaar, E., Beijaard, D., Boshuizen, H. P. A., & Brok, P. J. D. (2012). Teachers’ positioning towards an educational innovation in the light of ownership, sense-making and agency. Teaching & Teacher Education,28(2), 273-282.
Lantolf, J. P. & Thorne, S. L.. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.
Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching & Teacher Education, 21(8), 899-916.
Leontiev, A. N. (1982). The problem of activity in psychology. Journal of Russian & East European Psychology, 13(1), 95-108.
Lipponen, L., & Kumpulainen, K. (2011). Acting as accountable authors: Creating interactional spaces for agency work in teacher education. Teaching & Teacher Education, 27(5), 812-819.
Little, T. D., Snyder, C. R., & Wehmeyer, M. (2006). The agentic self: On the nature and origins of personal agency across the lifespan. In Mroczek D. & Little T. D. (eds.) Handbook of personality development. New Jersey: Lawrence Erlbaun Associations, 61-79.
Miettinen, R. (2005). Object of activity and individual motivation. Mind, culture & activity, 12(1), 52-69.
Priestly, M., Edwards, R., Priestly, A., & Miller, K. (2012). Teacher agency in curriculum making: Agents of change and spaces for manoeuvre. Curriculum Inquiry, (2), 191-214.
Priestly, M., Biesta, G. J. J., Philippou, S. & Robinson, S. (2015). The teacher and the curriculum: Exploring teacher agency. In D. Wyse, L. Hayward& J. Pandya (Eds.) The SAGE Handbook of Curriculum, Pedagogy and Assessment. London: SAGE Publications Ltd.
Rogers, R. &Wetzel, M. M. (2013). Studying agency in literacy teacher education: A layered approach to positive discourse analysis. Critical Inquiry in Language Studies, 10(1), 62-92.
Stetsenko, A. (2005). Activity as object-related: Resolving the dichotomy of individual and collective planes of activity. Mind, Culture, and Activity, (12), 70-88.
Stetsenko, A., & Arievitch, I. M. (2004). The self in cultural-historical activity theory: Reclaiming the unity of social and individual dimensions of human development. Theory & Psychology, 14(4), 475-503.
Tao, J., & Gao, X. (2017). Teacher agency and identity commitment in curricular reform. Teaching & Teacher Education, (63), 346-355.
Tao, L. and Gu, P. (2016). Selectivity and compensation: Research on the professional agency of university English teachers. Foreign Language World, (01), 87-95.
Toom, A., Pyhältö, K., & Rust, F. O. (2015). Teachers’ professional agency in contradictory times. Teachers & Teaching, 21(6), 615-623.
Vähäsantanen, K. (2015). Professional agency in the stream of change: Understanding educational change and teachers’ professional identities. Teaching & Teacher Education, (47), 1-12.
van Lier, L. (2002). Ecology, contingency, and talk in the postmethod classroom. New Zealand Journal of Applied Linguistics, (8), 1-20.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Watkins, C. (2005). Classrooms as learning communities: A review of research. Routledge Taylor & Francis Group, 3(3), 47-64.
Wen, Q. and Zhang, H. (2017). Voices from young EFL teachers at universities in China: A qualitative Study. Foreign Language Education, 38(1), 67-72.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
2012-2023 (CC-BY) Australian International Academic Centre PTY.LTD.
International Journal of Applied Linguistics and English Literature
To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.