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“The teacher educator’s perceptions of professional agency – a paradox of enabling and hindering digital professional development in higher education”
Department of Social and Behavioural Studies, University West, Trollhättan, Sweden.ORCID iD: 0000-0001-5164-3266
Department of Social and Behavioural Studies, University West, Trollhättan, Sweden; Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden.ORCID iD: 0000-0003-1391-3346
Halmstad University, School of Education, Humanities and Social Science. Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Gothenburg, Sweden.ORCID iD: 0000-0001-5248-771X
2023 (English)In: Education Inquiry, E-ISSN 2000-4508, Vol. 14, no 2, p. 213-230Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to investigate professional agency in the context of higher education as manifested in Swedish teacher educators’ perceptions regarding their working life in a digital society and to seek to obtain insights on salient factors influencing professional agency and identity. Eighteen semi-structured interviews with teacher educators working at four different universities were analysed using directed content analysis. The theoretical perspective taken is a subject-centred socio-cultural approach to professional agency. This is an approach where the social context (the socio-cultural conditions) and individuals’ agency (professional subjects) are mutually constitutive but analytically separate. Agency is something that is exercised, and in this study, professional agency was explored in the work context, in teaching practice and in relation to the professional identity. The results of this study not only confirm the complexity of being a professional TE in the times of digitalisation but more importantly demonstrate a paradox in the TE’s perceived high agency that both enables and hinders self-development (the individual) as well as development of the working community, the organisation, and the university. The study implies that considerations and understanding of the TE’s autonomy and perceived agency are significant for professional and work development. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Place, publisher, year, edition, pages
Abingdon: Routledge, 2023. Vol. 14, no 2, p. 213-230
Keywords [en]
Teacher educator, professional agency, professional identity, subject-centred socio-cultural approach (scsc), digitalisation
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hh:diva-45969DOI: 10.1080/20004508.2021.1984075ISI: 000705430900001Scopus ID: 2-s2.0-85116570077OAI: oai:DiVA.org:hh-45969DiVA, id: diva2:1615198
Available from: 2021-11-29 Created: 2021-11-29 Last updated: 2023-10-20Bibliographically approved

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Sofkova Hashemi, Sylvana

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