This presentation argues that it is feasible to use participatory action research to enable teachers' leadership and agency. Underpinned by critical pedagogy, this qualitative study, shaped by a critical paradigm, used three cycles of planning, acting, observing, and reflecting with 14 teachers who were doing an honours-level postgraduate degree. After each cycle, data generating methods, including written opinion pieces, open-ended questionnaires, and short written tasks, were used to ascertain the effectiveness of various interventions in facilitating the teachers’ understanding and/or enactment of leadership and agency. Findings included, firstly, that explicit teaching about the concepts "leadership" and "agency" is required for full understanding of the concepts. Secondly, while participants engaged with the complexities of leadership and agency, they displayed increasing independence of thought and actions, and confidence in written and oral work. Finally, they understood the need for life-long learning and regular reflection on their professional identities as leaders in their classrooms specifically, and agents of change in their teaching profession more generally.

Authors:
Ansurie Pillay, University of KwaZulu-Natal, South Africa

About the Presenter(s)
Prof. Ansurie Pillay is currently an Associate Professor of English Education in the School of Education, University of KwaZulu-Natal, South Africa.

See this presentation on the full schedule – Sunday Schedule

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