Policies around the world increasingly call for teachers to become ‘agents of change’, often linked social justice agendas. However, there is little clarity about kind competencies such agency involves or how it can be developed in teacher education. This paper draws on theories and inclusive pedagogy clarify meaning as agents change context inclusion justice. Inclusive practice requires collaboration others families other professionals. Agents work purposefully with challenge status quo...

Internationally teachers are called upon to act as agents of change. However, there is little clarity about the kind change expected contribute and even less empirical evidence ways teacher agency operates in schools beyond. Empirical analyses require a clear articulation purpose content such relation particular aspect change, which could then help us specify appropriate units analysis generate hypotheses based on insights provided by previous research. This paper articulates model for study...

Abstract Reference to teachers as agents of change has become commonplace in the education literature, including toward more inclusive practice response changing demographic schooling. Yet, little is known about how teacher agency relates (1) their understanding of, and commitment any given agenda (2) institutional social structures through which they are able access knowledge resources within beyond schools. This study combined epistemic network analysis examine teachers’ sense use networks...

Orientation of teacher preparation toward the development competence has recently been suggested as a worthwhile direction change in education Western Balkan countries. In this study, 2,354 teachers, educators, and student teachers from Bosnia Herzegovina, Croatia, Macedonia, Montenegro, Serbia responded to questionnaire about importance four groups competencies: (1) self-evaluation professional development; (2) subject knowledge, pedagogy, curriculum; (3) understanding system contribution...

Teacher agency has been recognised as a relevant concept for understanding the role of teachers in current uncertain and changing contexts. However, its study about inclusive education is recent, especially Global South. This analysed how exercised during COVID-19 crisis conditions that enabled or inhibited agency. article explores Chilean schools, where neoliberal policies particularly challenge teachers’ A multiple case was conducted based on mixed methods. Online questionnaires were...

This paper explores the substance of competence-driven changes in teacher education curricula by testing possibility using a framework distinguishing between German pedagogical culture Didaktik and Anglo-Saxon Curriculum to describe these changes. Data about perceptions has been collected 30 in-depth interviews with educators, student teachers, their school mentors Serbia, analysed help qualitative data processing software. The coding procedures involved classification utterances into five...

Dealing with values and moral issues is recognised as an integral part of teachers' roles. Especially in culturally heterogeneous societies teachers face multiple that students their families may hold. The study reported this article explores different conceptions roles aiming to develop instrument for assessing teacher beliefs about those could be used development. Paternalist, liberal social-relativist were operationalised using data collected three focus groups from Bosnia & Herzegovina...

Student teachers are oftentimes encouraged to apply theoretical principles of social justice their professional practice. However, this can be problematic when knowledge is contested or if it inconsistent with the practices in future workplaces. Studies area often examine student teachers' beliefs and understanding roles without taking account how concrete working contexts shape what they see as possible This study explored students two teacher education programmes based at University...

Claims about teachers' potential to influence change tend overlook that educational outcomes arise from complex, situated practices of many actors including teachers. This article introduces a tool for Teachers' Reflection on their Agency Change (TRAC) empirical analysis teaching as collective activity designed 'track' the diverse teacher agency, but not limited student attainment, while accounting relational and institutional contexts. Activity theory is applied map purposes contexts eacher...

This paper illustrates a new way of working collaboratively on the development methodology for studying teacher agency social justice. Increasing emphasis impact change as purpose research raises questions about appropriate designs. Large-scale quantitative framed within externally set parameters has often been criticised its limited potential capturing contexts and impacting change, while smaller, locally embedded, mostly qualitative inquiries have questioned grounds their generalizability...

In 2015, South Korea hosted the World Education Forum as it considered issues of education for all and improving inclusion worldwide. Yet, is case in many countries, pupils with special educational needs are often included by way 'special or additional' support 'compensation' disability, raising questions about extent to which a tool reproduction exclusion classroom. This study examined teachers' views practice regarding teaching support, actual work assistant, reflected model set official...

The present paper considers reforms and developments in teacher education South-Eastern European countries as part of overall higher education, light changes general that impact teachers their preparation. reviews the literature reports from region offer some evidence insights into issues surrounding contexts postsocialist transformations Europe. It scopes relating to: structural curricular preparation; coordination across different levels; development a common vision good teaching...

This study examines how teachers exercise relational agency - working flexibly with other actors in their social networks to support migrant students. Teachers and staff members from 7 schools Scotland, Finland Sweden participated network surveys (n = 1116), online logs 275) interviews 82). A mixed-method analysis shows facilitate as reach out others mobilise resources tacit knowledge within school communities. The findings point the critical role of professional collaboration suggest that...

This paper explores interactions between citizenship and education policies in six post-Yugoslav contexts, focusing on group individual rights, ethnocentric, multicultural civic elements of policies, the extent to which they encourage inclusive or exclusive concepts citizenship. These are explored by looking at system structures, language curricula policies. Universal consociation systems have been distinguished, with ethnocentric reflected context-dependent status different minorities, uses...