Teacher agency in collaborative lesson planning: stabilising or transforming professional practice?

ABSTRACT

The article explores how space for professional agency is structured and used by teachers in collaborative professional development. Taking an ecological perspective on teacher agency and using a case study of with multiple data sets, the analysis identifies two patterns of agentic orientations. The conclusions discuss limitations associated with a primary focus on accumulating past experiences and little engagement with aspirations for the future in contexts for collaborative professional development.

KEYWORDS:

• Professional development
• teacher agency
• teacher collaboration

Disclosure statement

No potential conflict of interest was reported by the author(s).