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Teaching identities are understood as situated and socially constructed, yet fluid and agentic. Drawing on five narratives of teacher candidates’ experiences, the paper examines how agentic teaching identities emerge through tensions, inquiry, successes, and risks. It concludes that navigating teacher identity is a capacity that teacher education programs can explicitly cultivate.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cultivating-agentic-teacher-identities-in-the-field-of-a-teacher-education-program/594661/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cultivating-agentic-teacher-identities-in-the-field-of-a-teacher-education-program/594661.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What learning contexts does the paper focus on in teacher education?","Question",{"text":112,"@type":113},"The paper focuses on multiple layered contexts where practicum and the university are strongly connected, supporting both theoretical and practical understandings of teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper define teacher identity and agency?",{"text":117,"@type":113},"Teacher identity is framed as situated and socially constructed but fluid and agentic. Agency is presented as something people do and perform through individual and collective experiences.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence does the paper use to examine agentic teaching identities?",{"text":121,"@type":113},"The analysis is based on five narratives describing teacher candidates’ experiences, including moments of tension, inquiry, success, and risk as candidates learn to teach and reflect critically on what is needed to teach.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594661,1792167040,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program  \nLee Anne Block  \nUniversity of Winnipeg  \nPaul Betts  \nUniversity of Winnipeg  \nAbstract  \nTeacher candidates’ individual and collaborative inquiry occurs within multiple and layered contexts of learning. The layered contexts support a strong connection between the practicum and the university and the emergent teaching identities. Our understanding of teacher identity is as situated and socially constructed, yet fluid and agentic. This paper explores how agentic teaching identities emerge within the layered contexts of our teacher education program as examined in five narratives of teacher candidates’experience. These narratives involve tension, inquiry, successes and risks, as teacher candidates negotiate what is means to learn how to teach, to teach and to critically reflect on knowledge needed to teach. We conclude that navigating teacher identity is a teacher candidate capacity that could be explicitly cultivated by teacher education programs.  \nKeywords: Teacher identities, teacher education, agency, collaboration, context  \nLee Anne Block is an Associate Professor in the Faculty of Education at the University of Winnipeg. Her research and teaching are focused on how we name and engage with difference in educational locations and on cultural sustainability.  \nEmail: [la.block@uwinnipeg.ca](la.block@uwinnipeg.ca)  \nPaul Betts is an Associate Professor in the Faculty of Education at the University of Winnipeg. He developed the after-degree teacher education program described in this paper in collaboration with other faculty at the University of Winnipeg. He specializes in math education.  \n[Email: ](Email: p.betts@uwinnipeg.ca)[p.betts@uwinnipeg.ca](Email: p.betts@uwinnipeg.ca)  \nIntroduction  \nTeacher candidates’ individual and collaborative inquiry occurs within multiple contexts of learning. Within our education program, we advocate for a co-construction of these learning contexts with teacher candidates. We value teacher candidates’ agentic potential; that is, their personal and professional competency to make decisions, act on them and reflect. Thus they develop their teaching identities in response and in resistance to experiences in a teacher education program.  \n“How does context matter to the ways teacher candidates learn?” is a question driving the development of our program for after degree students within our Faculty of Education. These students enter the program after completing an undergraduate degree in other disciplines. Many have worked for some years before applying to Education. Their life experiences differ from education students in the Integrated Program, who commit to an education program directly from high school. The after-degree program enacts the following principles: contexts for collaborative learning among students and with educational professionals, contexts where students can engage agentically in the processes of teaching-as-inquiry, and contexts which allow for strong connections between theoretical and practical understandings of teaching. This connection between theory and practice is supported by a structured, ongoing and deliberate linking of the university and practicum school sites. This paper is focused on teacher candidates’learning embedded in the layered contexts ofthe program. That focus is mediated by our research question: How do agentic teaching identities emerge within the layered contexts of this program, and through the interactions of these contexts and the people within them?  \nTheoretical Framing of Agency and Teacher Identity  \nA teaching identity is complex and there are many positions on what is involved in its development, most evolving from a perspective on personal identity (Solomon, R. P., Singer, J., Campbell, A. & Allen, A. with the assistance of Portelli, J. P. , 2011 Korthagen, 2004; Britzman, D. P., 1991; Clandinin, D. J., & Connelly, F. M. 1986) . Our understanding of teache","cbCaiv49iUX7usso","https://ap.wps.com/l/cbCaiv49iUX7usso","pdf",380865,16,"English","# Abstract\n# Introduction\n# Theoretical Framing of Agency and Teacher Identity","[{\"question\":\"What learning contexts does the paper focus on in teacher education?\",\"answer\":\"The paper focuses on multiple layered contexts where practicum and the university are strongly connected, supporting both theoretical and practical understandings of teaching.\"},{\"question\":\"How does the paper define teacher identity and agency?\",\"answer\":\"Teacher identity is framed as situated and socially constructed but fluid and agentic. Agency is presented as something people do and perform through individual and collective experiences.\"},{\"question\":\"What evidence does the paper use to examine agentic teaching identities?\",\"answer\":\"The analysis is based on five narratives describing teacher candidates’ experiences, including moments of tension, inquiry, success, and risk as candidates learn to teach and reflect critically on what is needed to teach.\"}]","Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program | PDF",1792079587]