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Australian Journal of Teacher Education

Australian Journal of Teacher Education

DOI

10.14221/ajte.2020v45n9.2

Abstract

Promoting student agency is an emerging priority in education. Supervisory teaching is a potentially useful approach for supporting agency development. This approach includes two characteristics, namely, tutorial learning conversations between the teacher and a group of one to four students, and students learning independently for extended periods of time. Supervisory teaching lessons in three primary-school classrooms were observed over a period of five months and teachers were interviewed as part of the data collection process. Five key factors were found to support students to have more agency in their learning: independence and ownership, scaffolding, students as teachers, joyfulness, and reflection. The findings point toward several factors observed within supervisory teaching that led to greater student agency, including individualised learning conversations, allowing students control over their learning, the benefit of reduced structure in the learning environment, and the fact that joyfulness in learning is a significant factor in elevating student agency.

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Link to publisher version (DOI)

10.14221/ajte.2020v45n9.2