The role of agency development in colombian teachers' adaptation of the english suggested curriculum for secondary school
Drawing on the concepts of teacher agency and language policy enactment, this qualitative case study reports how three secondary teachers from two state schools in Colombia enacted the National English Suggested Curriculum for Secondary (ESC) (MEN, 2016). Teachers’ trajectories of action were analyz...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión enviada para evaluación y publicación |
| Fecha de publicación: | 2022 |
| País: | Colombia |
| Institución: | Universidad de Córdoba |
| Repositorio: | Repositorio Institucional Unicórdoba |
| Idioma: | inglés |
| OAI Identifier: | oai:repositorio.unicordoba.edu.co:ucordoba/6444 |
| Acceso en línea: | https://repositorio.unicordoba.edu.co/handle/ucordoba/6444 |
| Access Level: | acceso embargado |
| Palabra clave: | Agencia docente Políticas públicas Enseñanza del inglés Trayectorias de acción Teacher agency EFL language policy Trajectories of action Policy actors |
| Sumario: | Drawing on the concepts of teacher agency and language policy enactment, this qualitative case study reports how three secondary teachers from two state schools in Colombia enacted the National English Suggested Curriculum for Secondary (ESC) (MEN, 2016). Teachers’ trajectories of action were analyzed as these were influential in ESC adaptation. Semi-structured interviews, teachers’ narratives and lesson observations were used as data sources. By adapting Priestly et al. (2015) ecological model of agency as a reference framework, I situated teachers’ actions within projective, iterational and practical evaluative dimensions of agency. Rather than evaluating the effectiveness or ineffectiveness in ESC adaptation, the current study provides insight into the agentic moves made by the participant teachers, presenting their own teaching frameworks for action. In this study, I provide additional dimensions, which emerged from the analysis and can help to expand theoretical and empirical knowledge in the field of teacher agency. |
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