1st Language Teacher Psychology Conference: Teachers Matter, Mersin, Turkey, 6 - 07 October 2022, pp.1-12
Drawing upon CDST (Complexity Dynamic System Approach), this longitudinal case study explores how English language teachers in Turkey exercise their agencies for social justice. A retrodictive qualitative modelling (Dörnyei, 2014) was utilised. First, prototypes of teachers were identified by 4 experienced English language teachers and 2 school administrators who have more than ten years of experience in their work. Then data were collected via a survey designed by Pantic (2015), critical incident reports, narratives and interviews from representative teachers. To trace developmental trajectories of teachers’ agency and manifestation of agency in their teaching practices, data were analysed in retrodictive manner. This study is important in terms of providing support on the usefulness of complexity theory to foster more holistic understanding of dynamic, interacting, unpredictable construction of teachers’ agency in classroom settings. Also, it might have important implications for teacher trainers with highlighting the need for more in-service or pre-service trainings to prepare teachers pedagogically and emotionally for diverse teaching contexts, particularly for social justice.