Enhancing pre-service teachers’ projective agency for diverse and multilingual classrooms through a course on curriculum development

Figures & data

Figure 1. Tao and Gao’s (2021) trans-perspective model of language teacher agency (adapted).

Figure 2. Participants’ previous engagement with different agentic Activities.¹

Figure 3. Participants’ beliefs about Agency.²

Table 1. Participants’ beliefs about Agency.

Perspective	Completely Negative	Somewhat Negative	Somewhat Positive	Completely Positive
General Items	5%	19%	43%	33%
Specific Items	2%	8%	41%	49%

Figure 4. Comparison between participants’ general and specific beliefs about Agency.³

Table 2. Results of GAM analysis of the effect of “perspective” (general vs specific) on beliefs of Agency.⁴

A. Parametric coefficients	Estimate	Std. Error	z-value	CI	p-value
(Intercept)	2.09	.71	4.12	1.52–4.29	<.001
Perspective[Specific]	1.02	.99	1.03	−.93–2.97	.31
B. Smooth terms	edf	Ref.df	Chi.sq		p-value
s(Participant) s(Perspective, Participant)	111.87 97.91	219 438	484.6 190.7		<.001 < .001
s(Item)	5.94	6	463.2		<.001

Figure 5. A trans-perspective view of projective Teacher agency.