Examining classroom transformational spaces in developing student agency

Students are constructed agents in the classroom should they be given the chance to do so. This article reports the investigation that seeks to address the lack or the absence of student agency in the English language classrooms in the quest for a collaborative and dynamic student-teacher relationsh...

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Bibliographic Details
Main Author:	Idrus, Faizah
Format:	Conference or Workshop Item
Language:	English
Published:	2013
Subjects:	L Education (General) LB1603 Secondary Education. High schools LB1705 Education and training of teachers
Online Access:	http://irep.iium.edu.my/26390/ http://irep.iium.edu.my/26390/1/MEDC.pdf

id	iium-26390
recordtype	eprints
spelling	iium-263902014-01-08T04:57:11Z http://irep.iium.edu.my/26390/ Examining classroom transformational spaces in developing student agency Idrus, Faizah L Education (General) LB1603 Secondary Education. High schools LB1705 Education and training of teachers Students are constructed agents in the classroom should they be given the chance to do so. This article reports the investigation that seeks to address the lack or the absence of student agency in the English language classrooms in the quest for a collaborative and dynamic student-teacher relationship. Fundamentally, this study attempts to examine the perceptions of teachers and students about classroom collaborations between students-student and student-teacher the English literature classrooms. It also seeks to identify how their collaborative acts can be suggestive to transforming a linear classroom lesson to a more vibrant and effective one and simultaneously develop a sense of agency among students. A qualitative inquiry employing semi-structured interviews, classroom observations and group interviews with 12 secondary English language school teachers and their student were conducted. I aspire to identify whether teachers’ classroom practices (and instructions) have any impact on students’ interactions with each other during task completion. Student interactions and collaboration could be the gateway to the construction of agency. The preliminary results pointed a finger to teachers’ reluctance to relinquish their authority and power to students for various reasons. Teachers, more than students felt that their authoritative figure were one of the key indicators of classroom progress in a result-driven education system. The results obtained aim to be informative in pointing to the viability of providing avenues for students to develop their agency with teachers’ support and encouragement via transformational learning spaces. 2013-09-23 Conference or Workshop Item NonPeerReviewed application/pdf en http://irep.iium.edu.my/26390/1/MEDC.pdf Idrus, Faizah (2013) Examining classroom transformational spaces in developing student agency. In: Seminar Kebangsaan Kali ke-4 Majlis Dekan Pendidikan IPTA 2013, 23-25 September 2013, IIUM, Kuala Lumpur. (Unpublished)
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English
topic	L Education (General) LB1603 Secondary Education. High schools LB1705 Education and training of teachers
spellingShingle	L Education (General) LB1603 Secondary Education. High schools LB1705 Education and training of teachers Idrus, Faizah Examining classroom transformational spaces in developing student agency
description	Students are constructed agents in the classroom should they be given the chance to do so. This article reports the investigation that seeks to address the lack or the absence of student agency in the English language classrooms in the quest for a collaborative and dynamic student-teacher relationship. Fundamentally, this study attempts to examine the perceptions of teachers and students about classroom collaborations between students-student and student-teacher the English literature classrooms. It also seeks to identify how their collaborative acts can be suggestive to transforming a linear classroom lesson to a more vibrant and effective one and simultaneously develop a sense of agency among students. A qualitative inquiry employing semi-structured interviews, classroom observations and group interviews with 12 secondary English language school teachers and their student were conducted. I aspire to identify whether teachers’ classroom practices (and instructions) have any impact on students’ interactions with each other during task completion. Student interactions and collaboration could be the gateway to the construction of agency. The preliminary results pointed a finger to teachers’ reluctance to relinquish their authority and power to students for various reasons. Teachers, more than students felt that their authoritative figure were one of the key indicators of classroom progress in a result-driven education system. The results obtained aim to be informative in pointing to the viability of providing avenues for students to develop their agency with teachers’ support and encouragement via transformational learning spaces.
format	Conference or Workshop Item
author	Idrus, Faizah
author_facet	Idrus, Faizah
author_sort	Idrus, Faizah
title	Examining classroom transformational spaces in developing student agency
title_short	Examining classroom transformational spaces in developing student agency
title_full	Examining classroom transformational spaces in developing student agency
title_fullStr	Examining classroom transformational spaces in developing student agency
title_full_unstemmed	Examining classroom transformational spaces in developing student agency
title_sort	examining classroom transformational spaces in developing student agency
publishDate	2013
url	http://irep.iium.edu.my/26390/ http://irep.iium.edu.my/26390/1/MEDC.pdf
first_indexed	2023-09-18T20:39:21Z
last_indexed	2023-09-18T20:39:21Z
_version_	1777409260080070656

Examining classroom transformational spaces in developing student agency

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