Recent worldwide education policy has reinvented teachers as agents
of change and professional developers of the school curriculum.
Academic literature has analyzed changes in how teacher
professionalism is conceived in policy and in practice but Teacher
Agency provides a fresh perspective on this issue, drawing upon an
ecological theory of agency. Using this model for understanding
agency, Mark Priestley, Gert Biesta and Sarah Robinson explore
empirical findings from the 'Teacher Agency and Curriculum Change'
project, funded by the UK-based Economic and Social Research
Council (ESRC). Drawing together this research with the authors'
international experiences and perspectives, Teacher Agency
addresses theoretical and practical issues of international
significance. The authors illustrate how teacher agency should be
understood not only in terms of individual capacity of teachers,
but also in respect of the cultures and structures of schooling.
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