EFL Teacher Education in Finland: Manifestations of Professional Agency in Teacher Educators' Work

English as a Foreign Language (EFL) teacher educators play a key role in the development of university-based teacher education and the preparation of preservice EFL teachers. However, the professional agency of EFL teacher educators in developing their work remains understudied. Employing a Vygotskian sociocultural theoretical perspective, this research considers the individual and collective professional agency of eight EFL teacher educators at two Finnish universities. Findings demonstrate that individual professional agency is enacted in the expression of professional identity and the development of professional relationships, and in offering and receiving professional assistance. Findings also demonstrate that collective agency occurs in the shared development of routine practices and the transformation of EFL education, and in responding to shifts in power dynamics. These findings affirm the roles of identity and relational agency in enacting professional agency as well as the object-oriented nature of EFL teacher educators' collective agency.

Automated summary

This research focuses on the importance of individual and collective professional agency for EFL teacher educators. Individual professional agency includes the expression of professional identity and the development of professional relationships, as well as offering and receiving professional assistance; while collective agency includes shared development of practices and transformation of EFL education, as well as responding to shifts in power dynamics.