Enhancing Pre-Service Teachers' Projective Agency for Diverse and Multilingual Classrooms through a Course on Curriculum Development

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  • Author(s): Darío Luis Banegas (ORCID Darío Luis Banegas (ORCID 0000-0003-0225-0866); Michael Budzenski (ORCID Michael Budzenski (ORCID 0000-0002-7960-8611); Fang Yang (ORCID Fang Yang (ORCID 0009-0000-2619-3881)
  • Language:
    English
  • Source:
    International Multilingual Research Journal. 2024 18(3):274-289.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      16
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
    • Subject Terms:
    • Accession Number:
      10.1080/19313152.2024.2318967
    • ISSN:
      1931-3152
      1931-3160
    • Abstract:
      Framed in teacher research, this article examines on how a group of 220 preservice language teachers' understandings of teacher agency evolved in a course on second language teaching curriculum. The participants were enrolled on a master's program on teaching English to speakers of other languages (TESOL), and data were gathered through course activities which included two surveys, reflective blogs, and an essay. Based on inferential statistics and qualitative content analysis, findings show that, with different degrees of confidence, the student-teachers believe that their projective (future) agency was harnessed through the course developing (1) willingness to use teacher agency as a tool for professional development and (2) willingness to use teacher agency as a drive to engage in critical teaching practices for multilingual settings. Drawing on a trans-perspective of language teacher agency, the study advances a model of projective teacher agency.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1428938