versatility primarily concerned the teacher herself, while collegial community regarded the immediate collegial environment.(p.10) Secondly, the findings raise the issue of pedagogical agency in CLIL, since language use, autonomy, openness to change and teacher versatility were related to exercising agency at the classroom level. These themes resonate with a view of agency as involving conscious action and choice-making, according to what is educationally beneficial and in conjunction with the physical and interpersonal resources of the working environment (Eteläpelto et al. 2013; Moate and Ruohotie-Lyhty 2014; Toom, Pyhältö, and Rust 2015). (p.10) pedagogical agency appears to rest on CLIL teachers’ judgment and action, it is in fact also linked to the sociocultural environment, which delineates the area of possible agency by means of relationships, policies and material resources.(p.11) At the level of the CLIL classroom, joint action can strengthen individual agency through material and conceptual resources that make sense-making and object-oriented activities clearer (Edwards 2007). Facilitating and making time for teacher interactions would be fruitful for pedagogical practices and involvement in the work community, which supportive school leadership can greatly advance (Thoonen et al. 2011). (p.11) By supporting that agency, we can enhance teachers’ diverse learning, the pursuit of their professional orientations, their well-being and commitment (Hӧkkä and Vähäsantanen 2014). (p.11) Toom, A., Pyhältö, K., & Rust, F. O. C. (2015). Teachers’ professional agency in contradictory times. Teachers and Teaching, 21(6), 615-623. Teacher agency is suggested to be a key capability not only for facilitating student learning but also for continuing professional development, collaborative teacher learning and school development. In the recent literature, different conceptualisations and characteristics of teachers’
versatility primarily concerned the teacher herself, while collegial community regarded the immediate collegial environment.(p.10) Secondly, the findings raise the issue of pedagogical agency in CLIL, since language use, autonomy, openness to change and teacher versatility were related to exercising agency at the classroom level. These themes resonate with a view of agency as involving conscious action and choice-making, according to what is educationally beneficial and in conjunction with the physical and interpersonal resources of the working environment (Eteläpelto et al. 2013; Moate and Ruohotie-Lyhty 2014; Toom, Pyhältö, and Rust 2015). (p.10) pedagogical agency appears to rest on CLIL teachers’ judgment and action, it is in fact also linked to the sociocultural environment, which delineates the area of possible agency by means of relationships, policies and material resources.(p.11) At the level of the CLIL classroom, joint action can strengthen individual agency through material and conceptual resources that make sense-making and object-oriented activities clearer (Edwards 2007). Facilitating and making time for teacher interactions would be fruitful for pedagogical practices and involvement in the work community, which supportive school leadership can greatly advance (Thoonen et al. 2011). (p.11) By supporting that agency, we can enhance teachers’ diverse learning, the pursuit of their professional orientations, their well-being and commitment (Hӧkkä and Vähäsantanen 2014). (p.11) Toom, A., Pyhältö, K., & Rust, F. O. C. (2015). Teachers’ professional agency in contradictory times. Teachers and Teaching, 21(6), 615-623. Teacher agency is suggested to be a key capability not only for facilitating student learning but also for continuing professional development, collaborative teacher learning and school development. In the recent literature, different conceptualisations and characteristics of teachers’
teacher_agency_lit_card_1.docx