Although the importance of understanding the social and cultural processes mediating pre-service teachers’ expansion of the power to act has been increasingly recognized lately, the way the concept of ‘agency’ is portrayed in most of the studies focuses almost exclusively
on the subject of activity and therefore, there is insufficient theoretical attention to the reverse side of agency, the experience of being subject to and subjected to conditions. In this paper, the authors exemplify the process of conscientização and agential development
in the case study of Jefferson, a new teacher engaged in a school teaching education program. The purpose of this paper is to show how new forms of consciousness, expansion of the power to act, and increasing control over conditions simultaneously emerge for teachers in training during praxis
and how agency is played out by the relations between being subject to and subjected to conditions. Implications for teaching education programs are discussed.
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Document Type: Research Article
Foreign Language Department, Universidade Estadual de Londrina, Londrina, Brazil
Griffith Institute for Educational Research, Griffith University, Brisbane, Australia
January 2, 2015