Conceptualizing Teacher Agency for Inclusive Education: A Systematic and International Review

Teachers can and should play a powerful active role in promoting societal inclusion and equity for all learners. There is an emerging interest among teacher education scholars in teacher agency and its importance; however, a theoretical and empirical understanding of teacher agency remains elusive....

Full description

Saved in:
Bibliographic Details
Published in:Teacher education and special education 2021-02, Vol.44 (1), p.42-59
Main Authors: Li, Lingyu, Ruppar, Andrea
Format: Article
Language:English
Subjects:
Autonomy
Competence
Educational Philosophy
Educational research
Inclusion
Inclusive education
Literature Reviews
Professional Autonomy
Professional development
Professional Identity
Reflexivity
Systematic review
Teacher Competencies
Teacher Education
Teachers
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Teachers can and should play a powerful active role in promoting societal inclusion and equity for all learners. There is an emerging interest among teacher education scholars in teacher agency and its importance; however, a theoretical and empirical understanding of teacher agency remains elusive. The purposes of this systematic review are to synthesize existing theories of teacher agency and summarize factors enhancing or constraining teacher agency for inclusive education. Implications for teacher education, professional development, and future studies were discussed. The electronic databases Academic Search Premier, Education Research Complete, ERIC, and PsycINFO were systematically searched for articles published until January 2019. Nine empirical studies were identified to inform the three-dimensional (i.e., iterational, practical-evaluative, projective) and temporal-relational nature of teacher agency, with inclusive teacher identity, professional competence, inclusive professional philosophy, autonomy, and reflexivity as its five core aspects.
ISSN:0888-4064
1944-4931
DOI:10.1177/0888406420926976