Resumo

MEJIA CIFUENTES, Nathalia; LOPEZ GIRALDO, Natalia  e  OCHOA ANGRINO, Solanlly. Enhancing Student Agency through Autonomy Support in Elementary Education. Prax. Saber [online]. 2024, vol.15, n.41, e16734.  Epub 30-Jun-2024. ISSN 2216-0159.  https://doi.org/10.19053/uptc.22160159.v15.n41.2024.16734.

This research investigates the dynamic relationship between autonomy support provided by teachers and the emergence of student agency in elementary education. Employing a non-experimental quantitative design, the study involved 5 teachers and 176 students from a private school in Pasto, Colombia. Data collection relied on the observation of 15 classroom videos (3 videos per grade). Two distinct observation frameworks were applied: the Autonomy Promotion Observation System and the Agency Commitment Observation Guideline. A total of 507 instances of "student agency" were identified, primarily associated with addressing student inquiries (73.4%) and making requests (19.1%). Notably, autonomy support was more pronounced in the pre-emergence phase of student agency. In summary, teacher-student interactions that foster student agency prioritize student engagement and active participation in the learning process.

Palavras-chave : student participation; teacher-student relationship; educational interaction process; learning; basic education.

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