Teacher agency and professional learning: narrative explorations

ADAMS, Gill (2021). Teacher agency and professional learning: narrative explorations. In: KOLLOSCHE, David, (ed.) Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference. Tredition, 125-128.

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Official URL: https://zenodo.org/record/5387376#.YVws75rMIuU
Open Access URL: https://zenodo.org/record/5387376/files/MES11_Gill... (Published version)
Link to published version:: https://doi.org/10.5281/zenodo.5336638
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    Abstract

    There is considerable research on teachers’ professional learning in mathematics, much of it written by those involved in leading development’ activities and projects. In this paper, secondary mathematics teachers’ accounts of learning provide a stimulus for an exploration of teacher agency and professional learning. Differing experiences and perspectives inform an evolving theoretical framing of mathematics teacher agency, an examination of how agency is achieved and restricted in professional learning.

    Item Type: Book Section
    Identification Number: https://doi.org/10.5281/zenodo.5336638
    Page Range: 125-128
    SWORD Depositor: Symplectic Elements
    Depositing User: Symplectic Elements
    Date Deposited: 05 Oct 2021 11:02
    Last Modified: 05 Oct 2021 11:15
    URI: http://shura.shu.ac.uk/id/eprint/29128

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