Teaching Teacher Agency in an Era of Standardization

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Author(s): Ben Seipel (University of Wisconsin – River Falls, USA & California State University – Chico, USA), Kelly Mendel (University of Wisconsin – River Falls, USA)and Rachel Young (University of Wisconsin – River Falls, USA)
Copyright: 2021
Pages: 22
Source title: Research Anthology on Developing Critical Thinking Skills in Students
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-3022-1.ch062

Keywords: Education / Information Science Reference / Instructional Design / Learning Assessment and Measurement

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Abstract

This chapter explains the roles of self-study, teacher agency, and co-teaching as tools of critical pedagogy, to uncover and address hidden curriculum in the era of standardization. The authors provide examples of how critical pedagogy and teacher agency have been effective in teaching for social justice and countering hegemony. The authors also argue and support the idea that teacher agency and co-teaching must be fostered and practiced in teacher-preparation programs. Specifically, they argue that if future teachers are to enact and utilize critical pedagogy, teacher agency, and co-teaching in their own classrooms, they need the opportunity to learn about and practice those skills as student teachers. The authors also detail an experience in which student teachers had the opportunity to collectively engage in co-teaching and teacher agency, with immediate and direct consequences. Finally, they detail the benefits and detriments of implementing teacher agency in the teacher-education capstone course.

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Teaching Teacher Agency in an Era of Standardization

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