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Drawing on the concepts of teacher agency and language policy enactment, this qualitative case study reports how three secondary teachers from two state schools in Colombia enacted the National English Suggested Curriculum for Secondary (ESC) (MEN, 2016). Teachers’ trajectories of action were analyzed as these were influential in ESC adaptation. Semi-structured interviews, teachers’ narratives and lesson observations were used as data sources. By adapting Priestly et al. (2015) ecological model of agency as a reference framework, I situated teachers’ actions within projective, iterational and practical evaluative dimensions of agency. Rather than evaluating the effectiveness or ineffectiveness in ESC adaptation, the current study provides insight into the agentic moves made by the participant teachers, presenting their own teaching frameworks for action. In this study, I provide additional dimensions, which emerged from the analysis and can help to expand theoretical and empirical knowledge in the field of teacher agency. Introduction………………………….……………………………………………………9 Theoretical framework…………………………………………………………………..20 Conceptual framework……………………………………………………………..20 Literature review…………………………………………………………………..34 Methodology ……………………………………………………………………………40 Research design……………………………………………………………………...41 Data collection……………………………………………………………………….43 Context..........................................................................................................................49 Participants....................................................................................................................50 Data analysis………………………..…………………………………………………51 Findings………………...………………………………………………………………...56 Mirabel’s framework for action……………………………………………………. 63 Dorcas’ framework for action……………..……………………………………… 74 Yua’s framework for action…….…………….……………………………………78 Discussion..…………………………………………………………………………….. 81 Conclusions………………….…………………………………………………………..95 Appendix A: Interview transcripts…………………………………..………………….106 Appendix B: Teacher narratives……………………………………..…………………137 Appendix C: Lesson observation analysis………………………………..………….....140 FAVOR TENER EN CUENTA QUE ESTE TRABAJO TIENE ACUERDO DE CONFIDENCIALIDAD. Maestría Licenciado(a) en Educación Básica con Énfasis en Humanidades-Inglés Trabajos de Investigación y/o Extensión

This research addresses some links between affectivity and the agency of English language teachers, in the context of Youth and Adult Education. The literature review includes studies on affectivity from the perspective of Paulo Freire and on the articulation between agency and emotions. The research is a collective case study, whose context is based on two municipal public schools, located on the outskirts of São Bernardo do Campo (in São Paulo, Brazil). Two English language teachers who work in two junior high schools take part in the study. The investigation revealed three main findings: (1) affectivity facilitates the teaching-learning process of the English language; (2) teachers’ agency is influenced by conflicting emotions; and (3) there are differences between affectivity in agency and affectivity as agency. RESUMO Esta pesquisa aborda as ligações entre a afetividade e a agência de professoras de Língua Inglesa, no contexto da Educação de Jovens e Adultos. A fundamentação teórica inclui estudos sobre a afetividade na perspectiva de Paulo Freire e a articulação entre agência e emoções. A pesquisa é um estudo de caso coletivo, cujo contexto são duas escolas públicas municipais, localizadas na periferia de São Bernardo do Campo (São Paulo, Brasil). Participam do estudo duas professoras de Língua Inglesa de duas escolas dos Anos Finais do Ensino Fundamental. A investigação revelou três descobertas principais: (1) a afetividade facilita o processo de ensino-aprendizagem da Língua Inglesa; (2) a agência das professoras é influenciada por emoções conflitantes; e (3) há diferenças entre a afetividade na agência e a afetividade como agência.

With the closure of schools due to imposed lockdowns in many parts of the world, teachers had to make a rapid transition from teaching in physical classrooms to online teaching, even though they had little to no experience teaching online prior to the pandemic. Adopting a narrative inquiry approach, this study aims to explore the factors that influence Malaysian English language teachers’ professional agency in adapting to online teaching. Data were collected via interviews with ten secondary school teachers from rural and urban schools. The findings show how factors such as teachers’ perceptions of the affordances of digital tools and existing support structures influence teachers’ enactment of agency in online teaching and learning. They also demonstrate teachers' agentic potential to adapt their lessons to suit their learners’ needs. These findings suggest the need for teacher professional development programs to recognize teacher agency in the design of future training modules. This involves providing a differentiated training curriculum that can support and sustain language teachers’ development organically by taking into consideration their existing technology skills, teaching experiences and work contexts. Resumen Con el cierre de los establecimientos educativos por causa de las cuarentenas impuestas en muchos lugares del mundo, los docentes se vieron obligados a hacer una transición acelerada de la enseñanza presencial en aulas físicas a la docencia en línea, aun cuando tuvieran poca o nula experiencia con ese tipo de docencia antes de la pandemia. Adoptando un enfoque de investigación narrativa, el presente estudio se propone explorar los factores que influyen en la agencia profesional de los docentes de inglés malayos en su adaptación a la docencia en línea. Se recolectaron datos por medio de entrevistas con diez docentes de educación básica secundaria de escuelas rurales y urbanas. Los resultados muestran cómo factores tales como las percepciones de los docentes sobre las posibilidades de las herramientas digitales y las estructuras de apoyo existentes influyen en el ejercicio de su agencia en la enseñanza y el aprendizaje en línea. También demuestran el potencial agentivo de los docentes para adaptar sus clases a las necesidades de los estudiantes. Estos resultados sugieren la necesidad de crear programas de desarrollo profesional que reconozcan la agencia del docente en el diseño de futuros módulos de formación. Esto implica brindar un currículo de capacitación diferenciado capaz de soportar y sostener de manera orgánica el desarrollo de los docentes de lengua tomando en cuenta sus destrezas tecnológicas previas, sus experiencias en la docencia y los contextos laborales. Résumé Avec la fermeture des établissements d'enseignement en raison des quarantaines imposées dans de nombreuses régions du monde, les enseignants ont été contraints de faire une transition accélérée de l'enseignement présentielle dans des salles de classe à l'enseignement en ligne, même s'ils n'avaient que peu ou nulle expérience dans ce genre d’enseignement avant la pandémie. Adoptant une approche de recherche narrative, la présente étude vise à explorer les facteurs qui influencent l'agence professionnelle des enseignants d'anglais malaisiens dans leur adaptation à l'enseignement en ligne. Les données ont été recueillies au moyen d'entretiens avec dix enseignants d'enseignement secondaire dans des écoles rurales et urbaines. Les résultats montrent comment des facteurs tels que les perceptions des enseignants sur les possibilités des outils numériques et les structures de soutien existantes influencent l'exercice de l'agence des enseignants dans l'enseignement et l'apprentissage en ligne. Ils démontrent également le potentiel agent des enseignants pour adapter leurs cours aux besoins des élèves. Cela suggère la nécessité de créer des programmes de développement professionnel qui reconnaissent l'agence de l'enseignant dans la conception des futurs modules de formation. Cela implique de proposer des programmes de formation différenciée capable de supporter organiquement le développement des enseignants de langues, compte tenu de leurs compétences technologiques antérieures, de leurs expériences dans l'enseignement et de leurs contextes de travail.

This study gathers teachers’ perceptions in a peer observation practice as a mechanism for professional development. Based on a collaborative and mutual observation, 131 teachers agree on observation foci and observe each other in a class session, offering feedback to set personal goals for improvement. The results from a pretest-postest indicate a decrease in resistance and an increase in some dimensions of the teaching agency. Descriptive analyses show positive participant perceptions, particularly in the collaborative stages. Although not all of them set goals for improvement, it has been possible to trace how they emerge and are refined during the process. La investigación recoge las percepciones de docentes en una práctica de observación entre iguales como mecanismo para el desarrollo profesional. A partir de una observación colaborativa y mutua, 131 docentes acuerdan focos de observación y se observan mutuamente en una sesión de clase, ofreciéndose feedback para concretar objetivos personales de mejora. Los resultados pretest-postest indican disminución de las resistencias e incremento de algunas dimensiones de la agencia docente. Los análisis descriptivos muestran percepciones positivas de los participantes, particularmente en las fases colaborativas. Aunque no todos concretan objetivos de mejora, se ha trazado cómo van apareciendo y refinándose durante el proceso.

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No. of bitstreams: 1 campanatti_ahd_me_arafcl.pdf: 4041706 bytes, checksum: a77b411dce506e3e093f5bf1b4a3b09b (MD5) Previous issue date: 2020-07-23 Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) No âmbito de Linguística Aplicada, especialmente na era do pós-método (KUMARAVADIVELU, 2006), o professor de língua estrangeira atua como facilitador do conhecimento (VIEIRA-ABRAHÃO, 2006, 2000), agindo de maneira reflexiva (PERRENOUD, 2002; SCHÖN, 1983) e como construtor de suas competências profissionais (UR, 2002). Estudos recentes (TENG, 2019; RIVEROS; NEWTON; BURGESS, 2012; DAY et al., 2006) apontam a necessidade do professor de língua estrangeira ser agente em seu contexto educacional, sendo peça chave para um bom desenvolvimento de competências linguísticas de aprendizes de língua estrangeira. Neste trabalho, buscamos relacionar o caráter introspectivo de diários reflexivos (SOARES, 2005) com o conceito central de agência docente (PRIESTLY; BIESTA; ROBINSON, 2015), analisando que indícios de agência docente podem ser encontrados nos diários reflexivos de professores de língua estrangeira no processo de ensino e aprendizagem em que estão inseridos. Pautadas numa perspectiva qualitativa, analisamos, primeiro, se os conceitos de profissional reflexivo (PERRENOUD, 2002) e agência docente eram conhecidos pelas participantes da pesquisa e, depois, que indícios de agência docente haviam nos diários reflexivos gerados pelas professoras. Para analisarmos se as professoras de língua estrangeira, atuando em cursos online para a comunidade interna, eram familiares com os conceitos, aplicamos um questionário inicial e elas nos entregaram autobiografias (BAILEY, 1996). Em seguida, elas produziram os diários reflexivos referentes aos cursos de língua estrangeira dos quais eram professoras responsáveis. Esses diários foram analisados em contraste com as gravações das aulas ministradas e, por fim, uma entrevista final foi conduzida de modo a confirmar ou refutar os dados obtidos por meio dos diários reflexivos. Notamos que os diários serviram como uma ferramenta para que as participantes pudessem refletir sobre suas ações em sala de aula e fazer uma autoavaliação de sua prática docente. Suas visões sobre os conceitos de profissional reflexivo e agência docente discutidas em dois momentos distintos (ao início e final desta pesquisa), nos permitem afirmar que foram, de certo modo, alteradas no nível discursivo. Esperamos que os resultados contribuam para a formação contínua das docentes, como uma alternativa para que consigam refletir sobre sua própria prática, assim como Kumaravadivelu (2006) prevê na pedagogia do pós-método. In the field of Applied Linguistics, especially in the post-method era (KUMARAVADIVELU, 2006), the foreign language teacher acts as a knowledge facilitator (VIEIRA-ABRAHÃO, 2006, 2000), acting reflexively (PERRENOUD, 2002; SCHÖN, 1983) and as a builder of their professional skills (UR, 2002). Recent studies (TENG, 2019; RIVEROS; NEWTON; BURGESS, 2012; DAY et al., 2006) point out the need for the foreign language teacher to be an agent in his educational context, being a key piece for a good development of language skills of learners of a foreign language. In this work, we seek to relate the introspective character of reflective diaries (SOARES, 2005) with the central concept of teacher agency (PRIESTLY; BIESTA; ROBINSON, 2015), analysing what evidence of teacher agency can be found in reflective diaries of foreign language teachers in the teaching and learning process in which they are inserted. Based on a qualitative perspective, we analysed, first, if the research participants knew the concepts of reflective professional (PERRENOUD, 2002) and teacher agency, and then, what evidence of teacher agency there were in the reflective diaries produced by the teachers. To analyse whether foreign language teachers, working in online courses for the internal community, were familiar with the concepts, we applied an initial questionnaire and they handed us autobiographies (BAILEY, 1996). Then they produced the reflective diaries for the foreign language courses for which they were responsible teachers. These diaries were analysed in contrast to the recordings of the classes taught and, finally, a final interview was conducted to confirm or refute the data obtained through the reflective diaries. The diaries served as a tool for the participants to reflect upon their actions in the classroom and to engage in their teaching practice self-assessment. Their views on the concepts of reflective professional and teacher agency, before and after this research, have shown that, somehow, they changed, at least, in a discoursive level. We hope that the results will contribute to the continuous training of teachers, as an alternative for them to be able to reflect on their practice, as Kumaravadivelu (2006) predicts in post-method pedagogy. 133515/2019-2