Teacher Identity and Teacher Agency in light of the Recognition & Rewards initiative
The opinion article, by author Max Custers, a PhD candidate researching Teacher Agency and co-authored by Martin Sand, an assistant professor at TPM faculty with a focus education, and Danielle Rietdijk, project manager Teaching Experience at the TU Delft Teaching Academy, discusses the concepts of Teacher Agency and Teacher Identity. They emphasize the need for a cultural change to empower teachers and support their professional growth. Through personal examples, the authors highlight the challenges teachers face in exercising agency and offer policy recommendations to create a more supportive environment. For the article click the button below.
English abstract
This opinion article discusses the importance of developing and promoting teacher identity and “teacher agency” at universities, in light of the “Recognition & Rewards” initiative, which values various roles and skills of academics. The article emphasizes the need for a culture change that supports teacher autonomy and professional development. Teacher identity is presented as a narrative that teachers create to explain their lives as teachers, developing over time. In addition, the ecological model of teacher agency, which emphasizes the interaction between individuals and their working conditions, is discussed. The role of teacher autonomy in addressing challenges in universities, such as adapting to new teaching methods, promoting student well-being, and addressing social issues, is discussed. The article concludes with policy recommendations, including the use of scenarios and experience sharing to support the development of teacher identity and teacher agency. Overall, the article emphasizes the importance of raising awareness of one's own professional development and recognizing and supporting teachers' unique skills and experiences to create vibrant and innovative learning environments in university teaching.
