Abstract
Purpose: This study aims to reinterpret the concept of agency that appeared in the 2022 revised curriculum, and to clarify that teacher agency and student agency are compatible by identifying the relationship between teacher agency and student agency. Methods: In this study, subject analysis is conducted focusing on literature review in order to re-conceptualize the agency revealed in the 2022 revised curriculum and the OECD Education 2030 project. Accordingly, in the light of Palmer's educational philosophy, the concept and establishment requirements of agency are defined to explore the relationship between teacher agency and student agency. Results: As a result of this study, it was confirmed that agency was established from a holistic self-understanding. However, according to Palmer's educational philosophy, teachers' holistic self- understanding for the realization of teacher agency can have a positive effect on students' holistic self-understanding for the realization of student agency because teachers' self-understanding is closely related to students' self-understanding through educational situations. Conclusion: Accordingly, it is suggested as the conclusion of this study that teacher agency and student agency are not a relationship that avoids each other, but rather can increase student agency through teacher agency.
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