Invoking teacher agency and professional identity through <i>Currere</i> : insights from within Türkiye’s centralized education system
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study examines how teachers’ professional agency and identity development emerge through their sensemaking of critical incidents across the temporal dimensions of currere within Türkiye’s centralized education system. Using the phenomenological methodology, in-depth interviews were conducted with 16 teachers selected through maximum variation sampling from public schools in Ankara. Data were analysed through an integrated approach combining critical incident analysis with thematic analysis within currere’s framework. The findings suggest how teachers construct and exercise their agency through critical incidents across four temporal and agentic dimensions: regressive, progressive, analytic, and synthetic. The study potentially extends currere methodology by demonstrating its effectiveness in understanding teacher agency development within centralized systems, particularly highlighting how critical incidents serve as catalysts for professional growth across temporal dimensions. Results illustrate how teachers successfully integrate personal agency with institutional requirements through temporal reflection on critical incidents, developing professional identities characterized by autobiographically-mediated institutional agency. This research contributes to understanding how structured temporal reflection enhances teacher agency and professional identity, offering practical recommendations for teacher education and development programmes in centralized systems.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it