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Thematic analysis highlights how relational agency and collaboration interact through mutual objects, tool mediation, and shared expertise, expanding insights into technology affordances.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/preservice-eald-teachers-relational-agency-during-online-paired-practicum/594164/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/preservice-eald-teachers-relational-agency-during-online-paired-practicum/594164.png","ImageObject",300,407,{"name":42,"@type":43},"Kurz","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the paper study about preservice EAL/D teachers?","Question",{"text":63,"@type":64},"It investigates how preservice EAL/D teachers exercise relational agency during online paired practicums and how shared knowledge forms through collaboration.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What theoretical framework guides the study?",{"text":68,"@type":64},"The study is underpinned by Cultural Historical Activity Theory (CHAT), used to conceptualise tensions and contradictions in relational agency.",{"name":70,"@type":61,"acceptedAnswer":71},"How is the study data collected and analysed?",{"text":72,"@type":64},"Data are collected from five preservice EAL/D teachers’ weekly journals during their paired practicums and interviews after completion, then analysed using thematic analysis.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},594164,1792116885,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Preservice EAL/D Teachers’ Relational Agency during Online Paired  \nPracticum  \nHongzhi Yanga  \nAndrew S. Ross b  \naThe University of Sydney;  \nbUniversity of Canberra  \nAbstract: There is scant research on preservice English as an additional language or dialect (EAL/D) teachers’paired practicumsin an online context. Underpinned by Cultural Historical Activity Theory, this paper explores how preservice EAL/D teachers exercise their relational agency during online paired practicums. Data were collected from five preservice EAL/D teachers’ weekly journals  \nwritten during their paired practicums and interviews after they completed their paired practicums. Following the key components of relational agency, the thematic analysis highlights the dialectical  \nrelationship between preservice teachers’ relational agency and different types of collaboration, evidenced by the formation of mutual objects, tool mediation, and shared expertise. This paper provides  \nnew insight into how preservice teachers’ knowledge, especially  \nrelated to the affordances of technology, may be expanded and  \nmediated by collaboration.  \nIntroduction  \nOver recent years, paired practicum placements have become increasingly popular in initial teacher education (Dang, 2017). Despite the benefits for preservice teachers, such as enhanced communication, reflection, and collaboration (Gardiner & Robinson, 2009; Mau, 2013), key challenges such as the conflict between preservice teachers and unclear communication with the supervising teacher (Dang, 2017) of paired practicums have emerged from the relational aspects. Yet, we know little about how preservice teachers take agentic actions in responding to the challenges encountered during a paired practicum (Jechura & Bertelsen, 2016). In addition, most existing research focused on individual teacher agency, even though the nature of teacher agency is relational. Thus, more research is needed to explore teachers’ relational agency (Stetsenko, 2020) . Relational agency refers to “a capacity to recognise and use the support of others in order to transform the object”(Edwards &  \nD'arcy, 2004, p. 149) . This is particularly important in a paired context. Enhanced understanding in these areas will provide more evidence about the contexts of paired practicums which in turn will support the development of preservice teachers’ content knowledge, pedagogical skills, and agency in coping with challenges by seeking relational resources. This research explored the relational agency and the formation of shared knowledge of a group of preservice English as an Additional Language or Dialect (EAL/D) teachers during their paired practicum in an online learning context. The study was conducted during the Covid-19 pandemic. As a result, the participants undertook their practicum in an online teaching context. This was indeed distinctive but, as a differentiated form of practicum, can enrich research on paired practicums with regard to how preservice teachers’  \nrelational agency enhanced and expanded their knowledge and practice of using technology in the online context.  \nLiterature Review and Theoretical Framework  \nIn this section, the research on paired practicums, online practicums, and relational agency is reviewed. The need for research on preservice teacher relational agency in the context of online practicums is highlighted. In particular, the contradiction and tension in preservice teacher’s relational agency are conceptualised from a Cultural Historical Activity Theory (CHAT) perspective.  \nPaired Practicums  \nPaired practicums are commonly practised in the United Kingdom and are increasingly being adopted by teacher education programs in Australia, New Zealand, and Vietnam, among other countries (Dang, 2017) . The benefits of paired practicums have been recognised in the research literature. For instance, it has been found that paired or small group placements have the capacity to facilitate preservice teachers’ deep lea","cbCaicJhYIdwfT5Z","https://ap.wps.com/l/cbCaicJhYIdwfT5Z","pdf",289932,18,"English","# Introduction\n# Literature Review and Theoretical Framework\n## Paired Practicums\n## Relational Agency and CHAT Framework\n## Research Focus and Study Design","[{\"question\":\"What does the paper study about preservice EAL/D teachers?\",\"answer\":\"It investigates how preservice EAL/D teachers exercise relational agency during online paired practicums and how shared knowledge forms through collaboration.\"},{\"question\":\"What theoretical framework guides the study?\",\"answer\":\"The study is underpinned by Cultural Historical Activity Theory (CHAT), used to conceptualise tensions and contradictions in relational agency.\"},{\"question\":\"How is the study data collected and analysed?\",\"answer\":\"Data are collected from five preservice EAL/D teachers’ weekly journals during their paired practicums and interviews after completion, then analysed using thematic analysis.\"}]","Preservice EAL/D Teachers’ Relational Agency during Online Paired Practicum | PDF",1792078641,45]