Acting as accountable authors: Creating interactional spaces for agency work in teacher education

Teaching and Teacher Education

Volumn 27, Issue 5, 2011, Pages 812-819

  Lipponen, Lasse ^a   Kumpulainen, Kristiina ^b  

^a UNIVERSITY OF HELSINKI   (Finland)

^b The Finnish National Board of Education   (Finland)

Author keywords

Agency; Professional development; Sociocultural theory; Teacher education

Indexed keywords

EID: 84857992820     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2011.01.001     Document Type: Article

References (61)

1. Alton-Lee, A., & Nuthall, G. (1992). Children's learning in classrooms: challenges in developing a methodology to explain 'opportunity to learn. Journal of Classroom Interaction, 27, 1-8.
2. Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175-1184.
3. Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers' professional identity. Teaching and Teacher Education, 20, 107-128.
4. Biesta, G., & Tedder, M. (2007). Agency and learning in the lifecourse: towards an ecological perspective. Studies in the Education of Adults, 39, 132-149.
5. Billett, S. (2006). Work, subjectivity and learning. In S. Billett, T. Fenwick, & M. Somerville (Eds.), Work, subjectivity and learning: Understanding learning through working life (pp. 1-20). Dordrecht: Springer.
6. Billett, S., & Pavlova, M. (2005). Learning through working life: self and individuals' agentic action. International Journal of Lifelong Education, 24(3), 195-211.
7. Boaler, J., & Greeno, L. (2000). Identity, agency and knowing in mathematics worlds. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 171-200). Westport, CT: Ablex Publishing.
8. Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). New York: Greenwood Press.
9. Brown, R., & Renshaw, P. (2006). Positioning students as actors and authors: a choronotopic analysis of collaborative learning activities. Mind, Culture, and Activity, 13, 247-259.
10. Brubaker, N. D. (2009). Negotiating authority in an undergraduate teacher education course: a qualitative investigation. Teacher Education Quarterly, 36, 99-118.
11. Castanheira, M. L., Crawford, T., Dixon, C., & Green, J. (2001). Interactional ethnography: an approach to studying the social construction of literate practices. Linguistics and Education, 11, 353-400.
12. Castanheira, M. L., Green, J., & Dixon, C. (2009). Investigating inclusive practices: an interactional ethnographic approach. In K. Kumpulainen, C. Hmelo-Silver, & M. César (Eds.), Investigating classroom interaction: Methodologies in action. Rotterdam: Sense Publishers.
13. Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth. NH: Heine.
14. Davydov, V. V., Slobodchikov, V. I., & Tsukerman, G. A. (2003). The elementary school student as an agent of learning activity. Journal of Russian and East European Psychology, 41, 63-76.
15. Ecclestone, K. (2007). Editorial-an identity crisis? Using concepts of 'identity', 'agency' and 'structure' in the education of adults. Studies in the Education of Adults, 39, 121-131.
16. Edwards, A. (2005). Relational agency: learning to be a resourceful practitioner. International Journal of Educational Research, 43, 168-182.
17. Edwards, A. (2007). Relational agency in professional practice: a CHAT analysis. Actio: An International Journal of Human Activity Theory, 1, 1-17.
18. Edwards, A., & D'Arcy, C. (2004). Relational agency and disposition in sociocultural accounts of learning to teach. Educational Review, 56, 147-155.
19. Edwards, A., & Protheroe, L. (2003). Learning to see in classrooms: what are student teachers learning about teaching and learning while learning to teach in schools? British Educational Research Journal, 29, 227-242.
20. Emirbayer, M., & Mische, A. (1998). What is agency? American Journal of Sociology, 103, 962-1023.
21. Engeström, Y. (2005a). Knotworking to create collaborative intentionality capital in fluid organizational fields. In M. M. Beyerlein, S. T. Beyerlein, & F. A. Kennedy (Eds.), Collaborative capital: Creating intangible value. Amsterdam: Elsevier.
22. Engeström, Y. (2005b). Development, movement and agency: breaking away into mycorrhizae activities. Paper presented at the international symposium 'artefacts and collectives: situated action and activity theory', Lyon, July 4-6, 2005.
23. Engeström, Y. (2008). From teams to knots: Activity-theoretical studies of collaboration and learning at work. New York, N.Y: Cambridge University Press.
24. Engeström, Y., Engeström, R., & Kerosuo, H. (2003). The discursive construction of collaborative care. Applied Linguistics, 24, 286-315.
25. Engle, R. A. (2006). Framing interactions to foster generative learning: a situative explanation of transfer in a community of learners classroom. The Journal of the Learning Sciences, 15, 451-498.
26. Engle, R. A., Conant, F. R., & Greeno, J. G. (2007). Progressive refinement of hypotheses in video-supported research. In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences (pp. 239-254). Mahwah, NJ: Lawrence Erlbaum.
27. Engle, R. A., & Faux, R. B. (2006). Towards productive disciplinary engagement of prospective teachers in educational psychology: comparing two methods of case-based instruction. Teaching Educational Psychology, 1, 1-22.
28. Erickson, F. (2007). Ways of seeing video: toward a phenomenology of viewing minimally edited footage. In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences (pp. 145-155). Mahwah, NJ: Lawrence Erlbaum.
29. Etelapelto, A., Littleton, K., Lahti, J., & Wirtanen, S. (2005). Students' accounts of their participation in an intensive long-term learning community. International Journal of Educational Research, 43, 183-207.
30. Floriani, A. (1993). Negotiating what counts: roles and relationships, content and meaning, texts and context. Linguistics and Education, 5, 241-274.
31. Greeno, J. G. (2006). Authoritative, accountable positioning and connected, general knowing: progressive themes in understanding transfer. The Journal of the Learning Sciences, 15, 537-547.
32. Gresalfi, M., Martin, T., Hand, V., & Greeno, J. (2009). Constructing competence: an analysis of student participation in the activity systems of mathematics classrooms. Educational Studies in Mathematics, 70, 49-70.
33. Hammerness, K. (2006). Seeing through teachers' eyes: Professional ideas and classroom practices. New York: Teachers College Press.
34. Heras, A. I. (1993). The construction of understanding in a sixth grade bilingual classroom. Linguistics and Education, 5, 275-299.
35. Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
36. John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: a Vygotskian framework. Educational Psychologist, 31, 191-206.
37. Jordan, B., & Henderson, A. (1995). Interaction analysis: foundations and practice. The Journal of the Learning Sciences, 4, 39-103.
38. Kaartinen, S., & Kumpulainen, K. (2002). Collaborative inquiry and the construction of explanations in the learning of science. Learning and Instruction, 12(2), 189-212.
39. Kovalainen, M., & Kumpulainen, K. (2009). Analyzing the social practices of a classroom community. In K. Kumpulainen, C. Hmelo-Silver, & M. Cesar (Eds.), Investigating classroom interaction: Methodologies in action (pp. 43-71). Rotterdam: Sense Publishers.
40. Kumpulainen, K., &Wray, D. (Eds.). (2002). Classroom interaction and social learning. London: RoutledgeFalmer.
41. Lemke, J. (1990). Talking science: Language, learning, and values. Norwood (N.J.): Ablex.
42. McHoul, A. (1978). The organzation of turns at formal talk in the classroom. Language in Society, 7, 183-213.
43. McNay, M. (2003). Power and authority in teacher education. The Educational Forum, 68, 72-81.
44. Mason, J. (2002). Researching your own practice. The discipline of noticing. London: Routledge Falmer.
45. Mercer, N. (2004). Sociocultural discourse analysis: analysing classroom talk as a social mode of thinking. Journal of Applied Linguistics, 1, 137-168.
46. Mitchell, C. J. (1984). Typicality and the case study. In R. F. Ellens (Ed.), Ethnographic research: A guide to general conduct. New York: Academic Press.
47. Muukkonen, H., Lakkala, M., & Hakkarainen, K. (2005). Technology-mediation and tutoring: how do they shape progressive inquiry discourse? The Journal of the Learning Sciences, 14, 527-565.
48. Opettajankoulutus. (2020). Opetusministerion työryhmamuistioita ja selvityksia 2007: 44. Helsinki: Yliopistopaino.
49. Pace, J. L., & Hemmings, A. (2007). Understanding authority in classrooms: a review of theory, ideology, and research. Review of Educational Research, 77, 4-27.
50. Packer, M., & Goicoechea, J. (2000). Sociocultural and constructivist theories of learning: ontology, not just epistemology. Educational Psychologist, 35, 227-241.
51. Rainio, A. P. (2008). From resistance to involvement: examining agency and control in a playworld activity. Mind, Culture, and Activity, 15, 115-140.
52. Reeves, J. (2009). Teacher investment in learner identity. Teaching and Teacher Education, 25, 34-41.
53. Roth, W.-M. (2005). Doing qualitative research: Praxis of method. Rotterdam: Sense.
54. Roth, W.-M., Tobin, K., Elmesky, R., Carambo, C., McNight, Y.-M., & Beers, J. (2004). Re/making identities in the praxis of urban schooling: a cultural historical perspective. Mind, Culture, and Activity, 11, 48-69.
55. Schwartz, D., & Okita, S. (2009). The productive agency in learning to learning by teaching. http://aaalab.stanford.edu/papersProductive_Agency_in_Learning_by_Teaching.pdf Retrieved, 30.04.2009.
56. Stevens, R., & Hall, R. (1998). Disciplined perception: learning to see in technoscience. In M. Lampert, & M. Blink (Eds.), Talking mathematics in school: Studies of teaching and learning. New York: Cambridge University Press.
57. Vähäsantanen, K., & Billett, S. (2008). Negotiating professional identity: vocational teachers' personal strategies in a reform context. In S. Billett, C. Hartels, & A. Eteläpelto (Eds.), Emerging perspectives of workplace learning (pp. 35-49). Rotterdam: Sense Publishers.
58. Virkkunen, J. (2006). Dilemmas in building shared transformative agency. Activités, 3, 19-42.
59. Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
60. Wertsch, J., del Rio, P., & Alvarez, A. (Eds.). (1995). Sociocultural studies of mind. New York: Cambridge University Press.
61. Zuckerman, G. (2007). On supporting children's initiatives. Journal of Russian and East European Psychology, 45, 9-42.