In today’s society, change is unavoidable, starting from education to all other areas. The changing perspectives in education and the ways invested in reforming it require efforts from all stakeholders within this sector. In their article, Biesta et al. (2015) argue that the beliefs in teacher agency have a role in educational change in the teacher’s profession, relationship with students and how much agency changes the whole perspective about education. In light of these issues, teacher agency has played a role in educational reforms and all other variables that affect the educational system.
Biesta et al. (2015) highlight that educational reforms can be enhanced as a result of the way the teachers relate to and think about the youth and children’s capabilities. Teachers believe that students are gifted differently in that they can be bright or unintelligent students, therefore, viewing students in regard to their qualifications. This implies that teachers can employ different teaching techniques to accommodate the two types of students. This view is shared by Nguyen and Bui (2016), whose study shows educational changes in teaching the English language to minority students who are poor in the language by offering standardized tests and a relaxed environment for this group of students. By utilizing different teaching techniques, it is notable that it can promote educational change towards the most intelligent and weak students by accommodating their strengths and weaknesses at once.
The article states that educational change is also brought about by what teachers believe should be their role in the educational system (Biesta et al., 2015). Most teachers have viewed themselves as impactors and facilitators of knowledge. In this case, teachers have a role in teaching students how to be critical thinkers and how to be meaningful adults in their lifetimes as they grow up. Nguyen and Bui (2016) share the same thought that teaching is not only about impacting linguistic skills. It also incorporates new strategies that enable students to be comparative and creative thinkers that will help them learn valuable lessons they connect in class and their life experiences. As a result, teachers enact change in ordinary education by making students develop essential skills that are needed in life apart from the everyday knowledge gained from syllabuses.
Scholars have also noted that curriculum development enhances educational change. According to the article, curriculum development entails many subjects and personalized learning whereby teachers are responsible for developing their ideas (Biesta et al., 2015). This is a forward-thinking way of teaching. Oakes et al. (1998) propose that a school can change the ways and norms by having a knowledge-rich curriculum that is inclusive for all students. From a teacher’s point of view, a know-ledge rich curriculum entails specific learning objectives and satisfies the student’s needs. Also, the challenges students encounter in the course can be significant in teaching essential lessons. Conclusively, curriculum development is vital as it changes the usual culture of educating students to become meaningful adults in the future.
The article tends to omit that specific variables in schooling, such as governance, teaching materials, budgeting and resources, can also lead to educational change. This notion has been confirmed by Hoban (2002) because the author believes that a school system is a whole model that only works if the school positively impacts the teachers and students. For instance, resource management and budgeting go hand in hand because funds and proper management encourage activities such as teachers getting their salaries and other learning and teaching resources in schools. Also, good governance is essential as it ensures that all children can gain their education despite lack of school fees, gender or racial aspects. (Biesta et al., 2015) heavy reliance on information about the beliefs in the teacher agency aspect shows a need for more data in this sector. Accordingly, when all aspects are combined, one can conclude that they all increase education’s efficiency, which is essential for educational change.
Compared to other scholars, Biesta et al. (2015) only highlight the factors related to teacher agency and their roles towards educational change but have failed to mention the factors that fail to drive educational change. According to Fullan (2015), people believe that fragmented strategies, technology, accountability, individual teaching and leadership quality are essential for facilitating educational change. The author has mentioned that educators focus on external accountability and the government to provide them with the best environment for providing teaching. However, this is false because students’ success is mainly based on internal factors within the school system that generate educational change. Regarding individual teaching and leadership, Fullan (2015) urges school systems not only to reward the top-performing teachers but focus on the teaching group as a whole because educational change involves a group. Technology should drive the knowledge that a teacher intends to impact students, not help students achieve success. Teachers should have achievable goals and involve the school in ensuring student achievement. These steps are also helpful for ensuring student learning and educational change.
Overall, the article has shed light on the role of beliefs towards teacher agency towards educational change. The article is in line with the topic of educational change. However, the data that has been omitted regarding the factors that also cause educational change is a weakness of the article and needs to be considered. Conclusively, despite the article’s weakness, it is relevant, convincing and current and portrays a more effective strategy teachers can use to facilitate educational change.
References
Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and teaching, 21(6), 624–640.
Fullan, M. (2015). The new meaning of educational change. Teachers college press.
Hoban, G. F. (2002). Teacher learning for educational change: A systems thinking approach. (No Title).
Nguyen, H. T. M., & Bui, T. (2016). Teachers’ agency and the enactment of educational reform in Vietnam. Current Issues in Language Planning, 17(1), 88-105.
Oakes, J., Welner, K., Yonezawa, S., & Allen, R. L. (1998). Norms and politics of equity-minded change: Researching the “zone of mediation.” International Handbook of educational change: Part one, 952-975.
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