| Autor: |
Miller-Rushing, Anica, Hufnagel, Elizabeth |
| Předmět: |
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| Zdroj: |
Journal of Science Teacher Education; Mar2023, Vol. 34 Issue 2, p157-180, 24p |
| Abstrakt: |
In-service teachers of science work with unique content and pedagogical experiences within a changing educational landscape. Understanding teacher agency in these circumstances will help researchers understand the actions that these teachers take. The purpose of this meta-analysis was to review how the agency of K-12 in-service teachers of science has been examined empirically in the science education research literature during the period of 2007–2020. Informed by grounded theory, we qualitatively analyzed 48 peer-reviewed articles, which we located using specific search criteria. We identified that science teacher agency is currently conceptualized largely paper-to-paper and without fully attending to the professional and lived experiences, and thus humanity, of science teachers; thereby, creating exciting opportunities for science education researchers to expand on both the breadth and depth around the theorization and operationalization of in-service science teacher agency. Recommendations are addressed. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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