ABSTRACT

Claims about teachers’ potential to influence change tend to overlook that educational outcomes arise from complex, situated practices of many actors including teachers. This article introduces a tool for Teachers’ Reflection on their Agency for Change (TRAC) for empirical analysis of teaching as a collective activity designed to ‘track’ the diverse outcomes of teacher agency, including but not limited to student attainment, while accounting for the relational and institutional contexts. Activity theory is applied to map purposes and contexts of eacher agency. Uses of TRAC in professional development and inquiry are illustrated with an example of one teacher’s reflection during her collaboration with researchers on a change project aimed at ‘closing the attainment gap’. Inclusive pedagogy is used as an interpretative lens to discuss agency in relation to its specific purpose and context. The article offers guidance for future uses of TRAC to consider teachers’ impact on any change agenda.

摘要

关于教师影响变革的潜力的说法往往忽略了教育成果是由包括教师在内的许多行为者的复杂，处境复杂的实践产生的。本文介绍了一种教师反思变革代理机构（TRAC）的工具，以对作为一项集体活动的教学进行实证分析，旨在“跟踪”教师代理机构的各种成果，包括但不限于学生的成就，同时考虑到关系和制度背景。活动理论适用于绘制每个代理机构的目的和环境。举例说明一位教师在与研究人员合作进行旨在“缩小成就差距”的变革项目期间与教师的反思，说明了TRAC在职业发展和探究中的用途。包容性教学法用作解释代理，以针对代理的特定目的和背景进行讨论。本文为TRAC的未来使用提供了指导，以考虑教师对任何变革议程的影响。