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


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: https://shura.shu.ac.uk/id/eprint/29128

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