Abstract

Teacher action and change is a complex and nuanced phenomenon that has been theorized across diverse literature in terms of identity, agency, and power. Drawing on this literature, this article offers specific articulations of teacher identity as interpretive framework, power as legitimate action, and agency as moral coherence. We posit a model of teacher agency understood in the interplay of individual beliefs, values, and ideals with institutional roles, authority, and institutional action, producing (or not producing) authentic action. This model draws a distinction between agency and power, and highlights dynamics of equilibrium and discord that may emerge between who teachers are and what they do. The agentive triad model serves as a theoretical tool for guiding or supporting teacher growth and agentive action, and for understanding the dynamics between institutionally legitimized roles and teacher identities.

摘要

教师的行动和变革是一个复杂而微妙的现象，在身份、代理和权力方面已经在不同的文献中进行了理论化。借鉴这些文献，本文提供了作为解释框架的教师身份、作为合法行动的权力以及作为道德连贯性的代理的具体表述。我们假设了一种教师能动性模型，理解为个人信仰、价值观和理想与机构角色、权威和机构行动的相互作用，产生（或不产生）真实的行为。这个模型区分了能动性和权力，并强调了教师是谁和他们做什么之间可能出现的平衡和不和谐的动态。代理三元模型作为指导或支持教师成长和代理行动的理论工具，