Teacher agency and dialogic feedback: Using classroom data for practitioner inquiry

  • Charteris J
  • Smardon D
  • 90


    Mendeley users who have this article in their library.
  • 12


    Citations of this article.


Evidence based discourse has increasingly permeated Anglophone staffrooms and classrooms, fuelled by the impetus to 'raise standards' and bolster global competitiveness through improved teacher performance. 'Giving' feedback to teachers as part of this performance culture is a view of teacher professional development that undermines teacher agency and does not contribute to a robust conception of teacher learning. This engagement with teacher agency recognises the situatedness of teacher learning and transformative professional learning processes. This paper furnishes ecological examples of teacher agency derived from a qualitative study into teachers' feedback practices. It complements existing literature on agency as a collaborative concept.

Author-supplied keywords

  • Agency
  • Dialogic feedback
  • Identity
  • Peer coaching
  • Professional development
  • Teacher learning

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document


Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free