Contributing Socio-cultural Factors to Language Teacher Agency and Professional Development: Critical Incidents in Focus | ||
| جستارهای زبانی | ||
| Articles in Press, Accepted Manuscript, Available Online from 16 September 2025 | ||
| DOI: 10.48311/lrr.2025.24005 | ||
| Authors | ||
| Milad Salimi1; Khadije Aqajani Delavar* 2 | ||
| 1Shahid Beheshti University of Medical sciences | ||
| 2Kharazmi University | ||
| Abstract | ||
| Over the last two decades, there has been increasing recognition of the significance of language teacher agency in promoting teachers’ professional development and capacity to manage complex classroom dynamics. This study explores how communities of practice (CoPs) influence the development and transformation of language teacher agency by analyzing critical incidents (CIs) in English classrooms in Iranian public high schools. Data were collected through Narrative inquiries, observation, reflective journals, and semi-structured interviews. The analysis revealed the transformative impact of reflective practice and participation in a CoP on teacher agency. Initially, teachers frequently experienced feelings of being overwhelmed and limitations due to structural barriers. However, by participating in a CoP, they cultivated more adaptive, empathetic, and proactive strategies for addressing classroom challenges. Students, as active members of CoPs, also contributed to the teachers’ agency by collaborative problem-solving, promoting reflection and adaptation, and facilitating teacher development. This collective responsibility of teachers and students strengthens teacher agency. The CoP offers a supportive environment that empowers teachers to reshape their agency in ways that correspond with their professional values and effectively serve student needs. | ||
| Keywords | ||
| Keywords: Teacher agency; Community of practice; Critical incidents; Public high schools; EFL classes | ||
| References | ||
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