Associations between problem framing and teacher agency in school-based workgroup discussions of problems of practice

Miriam Babichenko, Aliza Segal, Christa S.C. Asterhan

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1 Scopus citations

Abstract

We explore how problem framing shapes teacher dialogue in teacher-led, school-based peer consultations. Twenty audio-recorded workgroup conversations were analyzed using a mixed-methods approach. Three different frames for presenting problems of practice were identified: teaching-, student- and classroom composition-oriented. Quantitative analyses showed associations between problem frames and the ensuing positioning of teachers as main agentive actors. In-depth qualitative analysis of two focal cases of low-teacher-agency problem frames (student- and classroom composition-oriented) revealed that psychologized discourses and attribution of responsibility to parents contributed to reduction of teacher responsibility and concomitant limited agency, and that initial problem frames were resistant to reframing.

Original languageEnglish
Article number103417
JournalTeaching and Teacher Education
Volume105
DOIs
StatePublished - 1 Sep 2021
Externally publishedYes

Keywords

  • Mixed methods
  • Problem framing
  • Problems of practice
  • Teacher agency
  • Teacher professional discourse
  • Workgroup meetings

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