Abstract
This paper presents a scoping review and thematic analysis of literature on university teacher educators’ professional agency between 2007 and 2019. Its aim is to map empirical studies to date and identify gaps in research to inform a future research agenda. 28 articles that met the inclusion criteria were subjected to thematic analysis, using line-by-line open and axial coding. Four main interrelated themes were identified: (i) education policies, (ii) professional development, (iii) identity, and (iv) social justice. This thematic intersection reflects intricated factors promoting and hindering the achievement of teacher educators’ professional agency. Findings suggest that more research is needed to develop theoretical and empirical understandings of the multidimensional character of their professional agency, and the myriad of opportunities and constraints impacting on it.
Highlights
Over the last two decades, the critical but increasingly demanding role of teacher educators (TEs) in preparing quality teachers has received growing attention (Ben-Peretz, 2001)
An article may focus on professional development, it would explore issues of professional identity or social justice (Table 3)
University Teacher Educators’ Professional Agency most of the studies while professional development is vital to sustaining professional identity, and constructing a strong identity is critical to efforts to teach for social justice
Summary
Over the last two decades, the critical but increasingly demanding role of teacher educators (TEs) in preparing quality teachers has received growing attention (Ben-Peretz, 2001). Given the current debates on the effects of dominant neoliberal education policies upon initial teacher education (ITE) and TEs’ professionalism across countries (Clarke & McFlynn, 2019; Cobb & Couch, 2018), mapping out the central themes of scholarly literature on their professional agency may contribute to illuminate the complexity of their work, and inform future research and policy agendas. Notions of professional agency have been drawn from a social justice approach (Pantić & Florian, 2015), a subject-centered sociocultural perspective (Eteläpelto, Vähäsantanen, Hökkä & Paloniemi, 2013) or a lifecourse viewpoint (Emirbayer & Mische, 1998). A more thorough comprehension of its fluid, contextual and temporal nature (Forsman, Collin & Eteläpelto, 2014) may be gained
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