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Table 2. Shared Professional Tasks Affecting the Teachers’ Beliefs and Practices

Table 2 Shared Professional Tasks Affecting the Teachers’ Beliefs and Practices

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Table 1. Shared Commitment Affecting the Teachers’ Beliefs and Practices OE ee eee eee eee eee In summary, the commitment of both Anna and Maija to shared professional goals ippeared to be multidimensional. They stated their commitment to the profession, the organization, and the children’s well-being and learning. Their values, styles (i.e., self- sonception as a teacher) and beliefs concerned devotion to the children, engagement in communal work, and pedagogical approaches. Table 1 presents an overview of the two eachers’ shared identity themes on commitment.
Table 1. Shared Commitment Affecting the Teachers’ Beliefs and Practices OE ee eee eee eee eee In summary, the commitment of both Anna and Maija to shared professional goals ippeared to be multidimensional. They stated their commitment to the profession, the organization, and the children’s well-being and learning. Their values, styles (i.e., self- sonception as a teacher) and beliefs concerned devotion to the children, engagement in communal work, and pedagogical approaches. Table 1 presents an overview of the two eachers’ shared identity themes on commitment.
Table 3. Shared Feedback Affecting the Teachers’ Beliefs and Practices Widljd S PrOl€sslOllal LeCAdDdCk. It seems that by avoiding critical feedback, and maintaining “social harmony,” the community may lose opportunities to use critical feedback as a means of better under- standing the relationships between their beliefs and actions. Teacher beliefs are a “frame- work that organize meaning and inform practices” (Rimm-Kaufman, Storm, Sawyer, Pianta, & LaParo, 2006). The tensions related to collegial feedback were perceived mainly as a lack of professional and individual focus, which is a tool for shared learning and social reflection. Critical feedback was avoided to preserve the niceness and delicate nature of their relationships. Hence, collegial feedback was limited to common courtesies, although they disclosed that delicate feedback was a professional “duty”, and they mentioned the
Table 3. Shared Feedback Affecting the Teachers’ Beliefs and Practices Widljd S PrOl€sslOllal LeCAdDdCk. It seems that by avoiding critical feedback, and maintaining “social harmony,” the community may lose opportunities to use critical feedback as a means of better under- standing the relationships between their beliefs and actions. Teacher beliefs are a “frame- work that organize meaning and inform practices” (Rimm-Kaufman, Storm, Sawyer, Pianta, & LaParo, 2006). The tensions related to collegial feedback were perceived mainly as a lack of professional and individual focus, which is a tool for shared learning and social reflection. Critical feedback was avoided to preserve the niceness and delicate nature of their relationships. Hence, collegial feedback was limited to common courtesies, although they disclosed that delicate feedback was a professional “duty”, and they mentioned the
Table 4. Shared Agency Affecting the Teachers’ Beliefs and Practices Ce eee See ee ee Anna highlighted that the significance of negotiations, team cohesion, and congruence supported agentic effectiveness and trust. Maija emphasized the quality of the dialog among team members to enhance the interaction and above all that participation depended on the interrelationships among team members. In particular, Maija experi- enced several dilemmas during her transition, in which her professional identity as a capable agent was repositioned and questioned by a new team. The team’s cohesion, which is defined as the tendency of a group to bond and remain united while pursuing shared goals or the affective satisfaction of each members’ needs (Tekleab, Karaca, Quigley, & Tsang, 2016), can also serve as a limiting factor in agentic engagement by restricting the choices of appropriate subject positions (Reynolds, 1996). In Maija’s case, her agency—the capacity for autonomous, empowered action—was more or less excluded by the team, which sustained the embedded rules and norms. Finally, Maija, after adapting and submitting to her colleagues’ ways, recovered her self-trust as a capable agent when she moved to a different team (Moreland & Levine, 2009, p. 21). Anna’s experience of
Table 4. Shared Agency Affecting the Teachers’ Beliefs and Practices Ce eee See ee ee Anna highlighted that the significance of negotiations, team cohesion, and congruence supported agentic effectiveness and trust. Maija emphasized the quality of the dialog among team members to enhance the interaction and above all that participation depended on the interrelationships among team members. In particular, Maija experi- enced several dilemmas during her transition, in which her professional identity as a capable agent was repositioned and questioned by a new team. The team’s cohesion, which is defined as the tendency of a group to bond and remain united while pursuing shared goals or the affective satisfaction of each members’ needs (Tekleab, Karaca, Quigley, & Tsang, 2016), can also serve as a limiting factor in agentic engagement by restricting the choices of appropriate subject positions (Reynolds, 1996). In Maija’s case, her agency—the capacity for autonomous, empowered action—was more or less excluded by the team, which sustained the embedded rules and norms. Finally, Maija, after adapting and submitting to her colleagues’ ways, recovered her self-trust as a capable agent when she moved to a different team (Moreland & Levine, 2009, p. 21). Anna’s experience of
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PsychologyEarly Childhood Teacher Education
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