The Role of Knowledge in Teacher Agency: An Understanding Theoretical Model
By Macarena Verástegui and Jorge Úbeda published in Revista Teoría de la Educación.
Abstract. Teacher Knowledge is a relevant subject matter for educational research since there is evidence about the impact of teachers in the effectiveness and improvement of educational systems. However, mainly researches have a biased and incomplete approach about it, because they offer fewer operative methods of investigation or that distort the concept that is studied. To overcome these constraints and to study in a operational way teacher educational knowledge is necessary to draw from a teacher agency approach, which lead us to understand clearly what is professional practice. The aim of this paper is to offer a theoretical and methodological model which links teacher agency with educational knowledge that teacher can produce. For that we have done a critical-reflective work about the reference material and the research concepts, and we have drawn from two understanding models: Pedagogical Content Knowledge Summit model (Helms, & Stoke, 2013) about Pedagogical Content Knowledge and ecological model of Priestley et al. (2015) about teacher agency. As results, we offer a model that links the concepts of teacher agency and teacher knowledge, and it expands the teacher knowledge understanding because it incorporates two dimensions about it: (1) knowledge that teacher incorporates and get and (2) knowledge that teacher produces ad intra and ad extra of profession. Our prospect of this model is to observe if it is useful for studying knowledge that teachers create through reflective and collaborative practices in an operational way and to locate the inherited classic gap between theory and praxis in a more constructive place.
How To Cite: Verástegui Martínez, M., & Úbeda, J. (2022). The Role of Knowledge in Teacher Agency: An Understanding Theoretical Model. Teoría De La Educación. Revista Interuniversitaria. https://doi.org/10.14201/teri.26953
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