Agency as the achievement of reform ownership: A case study of two middle school teachers’ participation in the Pathway Project

Abstract

Purpose

The purpose of this study is to explore how, through the cultivation of reform ownership in the professional development (PD) program, the Pathway Project, agency was achieved for the development of teacher professionalism and teacher expertise in the cases of Mrs. Cruz and Mrs. Keyes. This, in turn, provided opportunities to advance student learning.

Design/methodology/approach

Multiple sources of data (focused classroom observations, semi-structured interviews and collected artifacts) were analyzed through a case study approach to understand the processes by which an agentic context materialized for these two teachers.

Findings

The authors identified the following three stages in the cultivation of reform ownership in the cases of Mrs. Cruz and Mrs. Keyes: emerging; developing; and deepening. Each of these stages proved critical to the achievement of agency for the development of teacher professionalism, teacher expertise and student learning.

Originality/value

The cases of Mrs. Cruz and Mrs. Keyes offer a renewed vision of the ways in which teachers can achieve agency in the current reform environment. Given the proliferation of reform efforts within today’s educational landscape, their cases suggest that PD developers take seriously the responsibility of cultivating reform ownership for the achievement of agency and deep and lasting change.

Citation

Godfrey, L. and Olson, C.B. (2019), "Agency as the achievement of reform ownership: A case study of two middle school teachers’ participation in the Pathway Project", English Teaching: Practice & Critique, Vol. 18 No. 2, pp. 249-262. https://doi.org/10.1108/ETPC-12-2018-0127