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- Vol 4 RE: Chapter 18
teacher agencyecological approachcurriculum policyprofessional judgementaccountability pressuresartificial intelligencedecision-making spaceBook Evidence summaryAt a glance
The second edition revisits Priestley, Biesta, and Robinson’s ecological account of teacher agency a decade after the original book.
Key ideas
Agency is treated as an achievement arising through the interaction of teachers’ capacities with cultural, structural, and material conditions, not as an individual possession. The revised volume adds an extensive review of research on the theory and conceptualization of agency and examines how changing curriculum policies, accountability pressures, professional discourse, social relations, and generative artificial intelligence shape what teachers can do. Its temporal model connects professional histories, future aspirations, and practical judgement in present contexts. The authors use this framework to analyze curriculum work and educational change and to identify conditions that enable or constrain meaningful action.
Why it matters
The practical implication is that systems cannot demand agency while withholding time, trust, resources, collegial support, and genuine decision-making space.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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