Cultivating teacher agency in professional learning and development: a case study of an individual from an enquiry-based learning programme

Abstract

Teacher agency is increasingly recognised as essential for professional learning, school improvement, and sustainable educational change. However, neoliberal economic policies and heightened accountability measures may constrain opportunities for teachers to exercise agency, highlighting the need for further research. While teacher education has the capacity to enhance teacher agency, there is limited research examining how teacher agency is enacted within structured teacher education settings and which practices effectively support its development.

This paper addresses this gap by presenting a case study of an individual teacher drawn from an 18-month research project on teacher agency development involving nine Korean primary school teachers in Seoul, South Korea (Lee, 2024). It examines how an enquiry-based learning programme fostered the agency of one participant through their engagement in an action research project within their school. The findings raise questions about the need for a multidisciplinary approach to professional learning and development that promotes self-regulated learning, critical reflection, and collaboration. Additionally, the study advocates for expanding teacher agency beyond individual learning to encompass a broader societal role.