Teacher Agency and Education Policy

Abstract

New teachers are often left to their own devices to navigate the policy world without necessarily having the strategies and tools to advocate for themselves or more experienced teachers to help guide them. More senior teachers may report a feeling of helplessness as curriculum and policy changes occur around them without necessarily considering the needs of their classroom and school. This article discusses the potential agency strategies culled from the other articles in this volume, as well as, practical ways to assist in building a sense of agency within pre-service teachers and teacher educators.