Reference to teachers as agents of change has become commonplace in the education literature, including change toward more inclusive practice in response to the changing demographic of schooling. Yet, little is known about how teacher agency relates to (1) their understanding of, and commitment to any given change agenda and (2) the institutional and social structures through which they are able to access knowledge and resources within and beyond their schools. This study combined social and epistemic network analysis to examine teachers’ understanding of change and their sense of agency as they use their social networks to mobilise support for furthering change that matters to them. Our study is the first to apply this learning analytic approach in a real setting context. We used theories of teacher agency and inclusive pedagogy to interpret teachers’ social interactions in light of the extent to which they seek to make a difference toward greater inclusion. We collected data with an online log completed by teachers and other staff in two schools in Sweden over 6 months. The findings suggest that teachers understanding of change is embedded in their day-to-day activities such as student support, lesson planning, improvement of programs, and working conditions. Teachers tend to exercise agency toward inclusion when they seek to support student learning and well-being. When teachers act as agents of change, their social networks are bigger, more diverse and more collaborative than in situations in which they act as role implementers. We discuss substantive and methodological implications of these findings.

在教育文献中，将教师称为变革的推动者已变得司空见惯，包括因应学校人口变化而转向更具包容性的实践。然而，关于教师代理与（1）他们对任何既定改革议程的理解和承诺以及（2）他们能够在学校内外获取知识和资源的体制和社会结构之间的关系知之甚少。这项研究结合了社交网络和认知网络分析，以检验教师在使用社交网络动员支持以推动对他们而言重要的变革时对变革的理解以及他们的代理意识。我们的研究是第一个在实际环境中应用这种学习分析方法的研究。我们使用教师代理和包容性教学法的理论，根据教师寻求在更大程度上促进包容性的程度来解释教师的社会互动。我们使用在线日志收集数据，该日志由瑞典两所学校的老师和其他员工在6个月内完成。调查结果表明，教师对变革的理解已嵌入到他们的日常活动中，例如学生支持，课程计划，课程改进和工作条件。当教师寻求支持学生的学习和福祉时，他们倾向于运用包容性。当教师充当变革的推动者时，与他们充当角色实施者的情况相比，他们的社交网络更大，更多样化且更具协作性。我们讨论了这些发现的实质性和方法论意义。