Abstract
ABSTRACT Teachers are addressed as the agents of educational change. Nevertheless, the implementation of well-designed educational innovations in research-intensive universities is often impeded by the numerous responsibilities and obligations that teaching academics are expected to fulfil. In order to respond to societal developments and adjust their teaching practice accordingly, teachers require a sense of agency in initiating new educational practices. The current academic landscape lacks a multidimensional instrument that allows for the mapping and fostering of teacher agency. Three teachers, who are currently engaged in the process of adapting their teaching practice through the implementation of an innovation project, participated in sessions where a Personal Project Analysis (PPA) was employed as a tool for mapping and fostering their sense of agency with regard to this innovation project. The overall agency of teachers was mapped, including both personally salient and contextually relevant elements. During a follow-up, teachers reported a higher sense of agency over the educational innovation project. The findings demonstrated that the Personal Project Analysis (PPA) contributes to a nuanced understanding of teachers’ experienced agency. The findings identified both restraints and supportive elements on specific general principles of agency, allowing for further fostering of agency.
Published Version
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