Student teacher podcasting: Agency and change

Abstract

This article aimed to investigate how student podcasts, under specific circumstances, can constitute a novel and potentially powerful format for student agency. We examined a specific teacher education programme in which a student initiated podcast was created as a space for dialogue and reflection on vital educational issues. Taking a sociocultural approach, we study the enactment of agency as the student teachers critically interact with different members of the profession and educational practices. Interaction analysis was employed to shed light on how the podcast was shaped as a dialogic space that affords student teacher agency. By sharing experiences and engaging in podcasting, the student teachers create a dialogical space for connections between past, present and future and positioning themselves as future teachers when taking on professional challenges. The study can offer teacher education insights into how creating and maintaining a podcast can provide opportunities for agentic learning.