Prevocational educators’ construction of agency in negotiating their professional development amidst dilemmas of pedagogical practices

Abstract

The prevocational sector within the educational landscape of Mauritius sets the scene for this research. This sector has witnessed considerable structural, curricular and functional changes over the years. Within the context of constant change, prevocational educators have been simultaneously in a position of object and agent of change. They have been continually required to review their professional practice with respect to curriculum content, pedagogy and resources which they use to meet new standards set by the official curriculum. This study aims at examining the professional development of prevocational educators by engaging in the debate of teacher agency. The learning processes and resources that are deployed by the educators in the enactment of the prevocational curriculum have been investigated along with their dispositions to effectively tap on their learning actions and opportunities. A major direction of this study has been to explore how teacher agency limited, changed or promoted these learning processes.

Date of Award	Dec 2019
Original language	English
Awarding Institution	University of Brighton
Supervisor	Dr Hyleen Mariaye (Supervisor) & Michael Hayler (Supervisor)