Qualitative Study of Urban High School Teachers’ Beliefs about Students’ Agentic Engagement

Abstract

Agentic engagement refers to students’ proactive and constructive contribution to the flow of instruction. The literature on student agentic engagement is missing the voices and perspectives of teachers. Given that the field knows little about what agentic engagement means to teachers, the goal of this study was to describe agentic engagement from the perspectives of urban high school science teachers. We conducted focus groups with 16 teachers to examine how, why, when, and who questions regarding students’ use of agentic engagement in science classes. Results revealed the following themes: (a) Teachers initially struggled with the agentic engagement concept, but also acknowledged that a variety of strategies could be used, though rarely enacted. (b) Teachers emphasized the importance of students’ approach for enacting agentic engagement in constructive ways that would increase teacher receptibility. (c) Teachers identified three categories of benefits, including benefits for students, benefits for teachers, and benefits for the class community. (d) Teachers highlighted considerations for effective agentic engagement in their classrooms, including their desire to maintain control. Teachers’ deficit-based assumptions of student difficulties in science was identified as a potential barrier to supporting student agentic engagement. Implications for future research and implementation of agentic engagement interventions are discussed.