Agency, identity, power: An agentive triad model for teacher action. Issue 9 (8th August 2022)

• Record Type: Journal Article
• Authors: Sherman, Brandon; Teemant, Annela
• Is Part Of: Educational philosophy and theory. Volume 54:Issue 9(2022)
• Page Start: 1464
• Page End: 1475
• Publication Date: 2022-08-08
• Subjects: Teacher agency -- teacher identity -- teacher power -- teacher action; Education -- Philosophy -- Periodicals; Teaching -- Periodicals; Éducation; Philosophie de l'éducation; Théorie de l'éducation; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 370.1
• DOI: 10.1080/00131857.2021.1929174
• Languages: English
• ISSNs: 0013-1857

Abstract

Abstract: Teacher action and change is a complex and nuanced phenomenon that has been theorized across diverse literature in terms of identity, agency, and power. Drawing on this literature, this article offers specific articulations of teacher identity as interpretive framework, power as legitimate action, and agency as moral coherence. We posit a model of teacher agency understood in the interplay of individual beliefs, values, and ideals with institutional roles, authority, and institutional action, producing (or not producing) authentic action. This model draws a distinction between agency and power, and highlights dynamics of equilibrium and discord that may emerge between who teachers are and what they do. The agentive triad model serves as a theoretical tool for guiding or supporting teacher growth and agentive action, and for understanding the dynamics between institutionally legitimized roles and teacher identities.