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AGENTS PEDAGOGICAL: BOOTSTRAPPING REFLEXIVE PRACTICE THROUGH THE PSYCHOLOGICAL RESOURCES OF SELF-AGENCY

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Maclellan E.
Pedagogický časopis (Journal of Pedagogy)
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2016
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vol. 7
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issue 2
79 – 96
EN
Two different strands of evidence coalesce to give rise to the issue of concern in this paper. Firstly, proposals for educational reform assert that teacher-agency is necessary for effective reform. Indeed it is argued that it is agency which drives the construction/reconstruction of professional knowledge, to influence and transform work practices. Secondly, the emphasis on teacher cognition marks a departure from teaching being characterised in terms of observable behaviours and gives way to teaching being construed as thoughtful behaviour. Nowadays, teachers are understood not merely as mechanical implementers of external prescription but as active decision-makers who interpret what they read/are told through their own conceptual lenses. Given the importance of teachers in their own professional learning, and the centrality of teacher cognition as the conduit through which they plan and enact pedagogical activities, it is a non-trivial matter to understand the dynamics at play in being an agentic teacher. Using a lens of psychological literature, this conceptual analysis explores how the tools of self-efficacy, self-regulation, and self-determination interact with reflexive practice.
2

INTERDISCIPLINARITY OR TRANSVERSALISM - THE POSSIBLE CONFIGURATIONS OF APPROACHING PRACTICE FIELD ANALYSIS (Interdyscyplinarnosc czy transwersalnosc - mozliwe konfiguracje podejsc do analizy. Pole praktyki)

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Marynowicz-Hetka E.
Rocznik Pedagogiczny
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2008
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vol. 31
55-65
EN
The text below is a small contribution to this discussion on the search for ontological, epistemological and axiological references, which enable us to develop hypotheses that explain social events and processes within the field of social practice. The question of possible configurations of approaching practice field analysis is posed. The question on one unidisciplinary and multidisciplinary practice field analysis is put forth. If multidisciplinary, then in what configuration : interdisciplinary o maybe transversal? The complexity of educational field analysis, education, teaching, social work is so visible, that it is necessary to refer analysis to theoretical and methodological ideas appropriate for the humanistic and social disciplines while using traverse constructed tools of analysis, which will allow for such a traversal analysis of the practice field. This perspective facilitates the development of reflexive practice. It is created in an interaction and in reference to the condition analysis of discourse field establishment in the research field. This is the mean also of developing in oneself (and in aiding others in this process) a reflexive practice attitude. It is also a very synthetic presentation of social pedagogy's point of view on the processes and individually enacted events that occur in the field of practice. We describe this point of view as the transversal dimension of social pedagogy.
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