References
- Andree, M., & Hansson, L. (2021). Industry, science education, and teacher agency: A discourse analysis of teachers' evaluations of industry-produced teaching resources. Science Education, 105(2), 353-383. https://doi.org/10.1002/sce.21607
- Archer, M. S. (2000). Being human: The problem of agency. Cambridge: Cambridge University Press.
- Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122. https://doi.org/10.1037//0003-066X.37.2.122
- Basu, S. J., Barton, A. C., Clairmont, N., & Locke, D. (2009). Developing a framework for critical science agency through case study in a conceptual physics context. Cultural Studies of Science Education, 4(2), 345-371. https://doi.org/10.1007/s11422-008-9135-8
- Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189. https://doi.org/10.1080/03057640902902252
- Bergh, A., & Wahlstrom, N. (2018). Conflicting goals of educational action: A study of teacher agency from a transactional realism perspective. The Curriculum Journal, 29(1), 134-149. https://doi.org/10.1080/09585176.2017.1400449
- Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624-640. https://doi.org/10.1080/13540602.2015.1044325
- Biesta, G., Priestley, M., & Robinson, S. (2017). Talking about education: Exploring the significance of teachers' talk for teacher agency. Journal of Curriculum Studies, 49(1), 38-54. https://doi.org/10.1080/00220272.2016.1205143
- Biesta, G., & Tedder, M. (2006). How Is Agency Possible? Towards an Ecological Understanding of Agency-as-Achievement. Learning lives: Learning, identity, and agency in the life course. Retrieved from https://www.researchgate.net/profile/Michael-Tedder/publication/228644383_How_is_agency_possible_Towards_an_ecological_understanding_of_agency-as-achievement/links/00b4952cadd9bd2b6a000000/How-is-agency-possible-Towards-an-ecological-understanding-of-agency-as-achievement.pdf
- Bridwell-Mitchell, E. N. (2015). Theorizing teacher agency and reform: How institutionalized instructional practices change and persist. Sociology of Education, 88(2), 140-159. https://doi.org/10.1177/0038040715575559
- Buchanan, R. (2015). Teacher identity and agency in an era of accountability. Teachers and Teaching, 21(6), 700-719. https://doi.org/10.1080/13540602.2015.1044329
- Buxton, C. A., Allexsaht-Snider, M., Kayumova, S., Aghasaleh, R., Choi, Y. J., & Cohen, A. (2015). Teacher agency and professional learning: Rethinking fidelity of implementation as multiplicities of enactment. Journal of Research in Science Teaching, 52(4), 489-502. https://doi.org/10.1002/tea.21223
- Damsa, C., Langford, M., Uehara, D., & Scherer, R. (2021). Teachers' agency and online education in times of crisis. Computers in Human Behavior, 121, 106793. https://doi.org/10.1016/j.chb.2021.106793
- Edwards, A. (2005). Relational agency: Learning to be a resourceful practitioner. International Journal of Educational Research, 43(3), 168-182. https://doi.org/10.1016/j.ijer.2006.06.010
- Emirbayer, M., & Mische, A. (1998). What is agency? American Journal of Sociology, 103(4), 962-1023. https://doi.org/10.1086/231294
- Erss, M. (2018). 'Complete freedom to choose within limits'-teachers' views of curricular autonomy, agency and control in Estonia, Finland and Germany. The Curriculum Journal, 29(2), 238-256. https://doi.org/10.1080/09585176.2018.1445514
- Etelapelto, A., Vahasantanen, K., Hokka, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45-65. https://doi.org/10.1016/j.edurev.2013.05.001
- Fenwick, T. J. (2003). The 'good' teacher in a neo-liberal risk society: a Foucaultian analysis of professional growth plans. Journal of Curriculum Studies, 35(3), 335-354. https://doi.org/10.1080/00220270210151089
- Fu, G., & Clarke, A. (2019a). Individual and collective agencies in China's curriculum reform: A case of physics teachers. Journal of Research in Science Teaching, 56(1), 45-63. https://doi.org/10.1002/tea.21467
- Fu, G., & Clarke, A. (2019b). Moving beyond the agency-structure dialectic in pre-collegiate science education: positionality, engagement, and emergence. Studies in Science Education, 55(2), 215-256. https://doi.org/10.1080/03057267.2020.1735756
- Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Berkeley: Univ of California Press.
- Gutierrez, R. (2013). Why (urban) mathematics teachers need political knowledge. Journal of Urban Mathematics Education, 6(2), 7-19.
- Haapasaari, A., Engestrom, Y., & Kerosuo, H. (2016). The emergence of learners' transformative agency in a Change Laboratory intervention. Journal of Education and Work, 29(2), 232-262. https://doi.org/10.1080/13639080.2014.900168
- Jenkins, G. (2020). Teacher agency: The effects of active and passive responses to curriculum change. Australian Educational Researcher, 47(1), 167-181. https://doi.org/10.1007/s13384-019-00334-2
- Ketelaar, E., Beijaard, D., Boshuizen, H. P., & Den Brok, P. J. (2012). Teachers' positioning towards an educational innovation in the light of ownership, sense-making and agency. Teaching and Teacher Education, 28(2), 273-282. https://doi.org/10.1016/j.tate.2011.10.004
- King, H., & Nomikou, E. (2018). Fostering critical teacher agency: The impact of a science capital pedagogical approach. Pedagogy, Culture & Society, 26(1), 87-103. https://doi.org/10.1080/14681366.2017.1353539
- Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
- Langford, M., & Damsa, C. (2020). Online teaching in the time of COVID-19 times: Academic teachers' experiences in Norway, universitetet i Oslo. Retrieved from https://www.jus.uio.no/cell/pedagogiske-ressurser/evaluering/rapporter/report-university-teachers-160420-with-annex.pdf.
- Leadbeater, C. (2017). "Student Agency" section of Education 2030-Conceptual Learning Framework Background papers, Retrieved from http://www.oecd.org/education/2030-project/contact/Conceptual_learning_framework_Conceptual_papers.pdf
- Lee, H., & Kim, H. (2021). Exploring science teacher agency as agent of change: The case of distance learning practice due to COVID-19. Journal of the Korean Association for Science Education, 41(3), 237-250. https://doi.org/10.14697/JKASE.2021.41.3.237
- Leijen, A., Pedaste, M., & Lepp, L. (2020). Teacher agency following the ecological model: How it is achieved and how it could be strengthened by different types of reflection. British Journal of Educational Studies, 68(3), 295-310. https://doi.org/10.1080/00071005.2019.1672855
- Marco-Bujosa, L. M., McNeill, K. L., & Friedman, A. A. (2020). Becoming an urban science teacher: How beginning teachers negotiate contradictory school contexts. Journal of Research in Science Teaching, 57(1), 3-32. https://doi.org/10.1002/tea.21583
- Martin, J. (2020). Researching teacher agency in elementary school science using positioning theory and grammar of agency. Journal of Science Teacher Education, 31(1), 94-113. https://doi.org/10.1080/1046560x.2019.1666628
- Martin, J., & Carter, L. (2015). Preservice teacher agency concerning education for sustainability (EfS): A discursive psychological approach. Journal of Research in Science Teaching, 52(4), 560-573. https://doi.org/10.1002/tea.21217
- Masuda, A. M. (2010). The teacher study group as a space for agency in an era of accountability and compliance. Teacher Development, 14(4), 467-481. https://doi.org/10.1080/13664530.2010.533489
- McNicholl, J. (2013). Relational agency and teacher development: A CHAT analysis of a collaborative professional inquiry project with biology teachers. European Journal of Teacher Education, 36(2), 218-232. https://doi.org/10.1080/02619768.2012.686992
- Michelson, E. (1996). Usual suspects: Experience, reflection and the (en) gendering of knowledge. International Journal of Lifelong Education, 15(6), 438-454. https://doi.org/10.1080/0260137960150604
- Milne, C., Scantlebury, K., & Otieno, T. (2006). Using sociocultural theory to understand the relationship between teacher change and a science-based professional education program. Cultural Studies of Science Education, 1(2), 325-352. https://doi.org/10.1007/s11422-006-9013-1
- Nguyen, M. H., & Dang, T. K. A. (2020). Exploring teachers' relational agency in content-language teacher collaboration in secondary science education in Australia. The Australian Educational Researcher, 48(4), 1-18. https://doi.org/10.1007/s13384-020-00413-9
- Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307
- Pantic, N. (2015). A model for study of teacher agency for social justice. Teachers and Teaching, 21(6), 759-778. https://doi.org/10.1080/13540602.2015.1044332
- Pham, H. H., & Ho, T. T. H. (2020). Toward a 'new normal'with e-learning in Vietnamese higher education during the post COVID-19 pandemic. Higher Education Research & Development, 39(7), 1327-1331. https://doi.org/10.1080/07294360.2020.1823945
- Picower, B. (2013). You can't change what you don't see: Developing new teachers' political understanding of education. Journal of Transformative Education, 11(3), 170-189. https://doi.org/10.1177/1541344613502395
- Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency: An ecological approach. London: Bloomsbury Academic.
- Priestley, M., Edwards, R., Priestley, A., & Miller, K. (2012). Teacher agency in curriculum making: Agents of change and spaces for manoeuvre. Curriculum Inquiry, 42(2), 191-214. https://doi.org/10.1111/j.1467-873X.2012.00588.x
- Rivera Maulucci, M. S., Brotman, J. S., & Fain, S. S. (2015). Fostering structurally transformative teacher agency through science professional development. Journal of Research in Science Teaching, 52(4), 545-559. https://doi.org/10.1002/tea.21222
- Riveros, A., Newton, P., & Burgess, D. (2012). A situated account of teacher agency and learning: Critical reflections on professional learning communities. Canadian Journal of Education, 35(1), 202-216.
- Rodriguez, A. J. (2015). Managing institutional and sociocultural challenges through sociotransformative constructivism: A longitudinal case study of a high school science teacher. Journal of Research in Science Teaching, 52(4), 448-460. https://doi.org/10.1002/tea.21207
- Roth, W. M., Tobin, K., Carambo, C., & Dalland, C. (2004). Coteaching: Creating resources for learning and learning to teach chemistry in urban high schools. Journal of Research in Science Teaching, 41(9), 882-904. https://doi.org/10.1002/tea.20030
- Ryan, R. M., & Deci, E. L. (2006). Self-regulation and the problem of human autonomy: Does psychology need choice, self-determination, and will? Journal of Personality, 74(6), 1557-1586. https://doi.org/10.1111/j.1467-6494.2006.00420.x
- Ryder, J., Lidar, M., Lundqvist, E., & Ostman, L. (2018). Expressions of agency within complex policy structures: Science teachers' experiences of education policy reforms in Sweden. International Journal of Science Education, 40(5), 538-563. https://doi.org/10.1080/09500693.2018.1435921
- Schon, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
- Severance, S., Penuel, W. R., Sumner, T., & Leary, H. (2016). Organizing for teacher agency in curricular co-design. Journal of the Learning Sciences, 25(4), 531-564. https://doi.org/10.1080/10508406.2016.1207541
- Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
- Simons, P. R.J., & Ruijters, M. C. (2014). The Real Professional Is a Learning Professional. In S. Billett, C. Harteis & H. Gruber (Eds.), International Handbook of Research in Professional and Practice-based Learning (pp. 955-985). Berlin: Springer.
- So, K., & Choi, Y. (2018). Understanding teachers' practices in the context of school -based educational reform: Focusing on the concept of 'teacher agency'. The Journal of Curriculum Studies, 36(1), 91-112. https://doi.org/10.15708/KSCS.36.1.5
- Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques Techniques and Procedures for Developing Grounded Theory. Thousand Oaks, California: Sage.
- Taylor, D. L., & Lelliott, A. D. (2021). Teacher agency in social-justice aspirations and inquiry-based science instruction. Research in Science Education, 1-12. https://doi.org/10.1007/s11165-004-3952-x
- UNESCO Office Santiago and Regional Bureau for Education in Latin America and the Caribbean. (2021). Education information system in the face of the COVID-19 pandemic. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000378451_eng
- Van der Heijden, H., Geldens, J. J., Beijaard, D., & Popeijus, H. L. (2015). Characteristics of teachers as change agents. Teachers and Teaching, 21(6), 681-699. https://doi.org/10.1080/13540602.2015.1044328
- Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: basic psychological need satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23(3), 263. https://doi.org/10.1037/a0032359
- Wallace, C. S., & Priestley, M. R. (2017). Secondary science teachers as curriculum makers: Mapping and designing Scotland's new Curriculum for Excellence. Journal of Research in Science Teaching, 54(3), 324-349. https://doi.org/10.1002/tea.21346
- Wallen, M., & Tormey, R. (2019). Developing teacher agency through dialogue. Teaching and Teacher Education, 82, 129-139. https://doi.org/10.1016/j.tate.2019.03.014
- Wild, A., Galosy, J., Kagle, M., Gillespie, N., & Rozelle, J. (2018). Teacher agency over curriculum and professional learning: Lock-Step. Journal of Professional Capital and Community. 3(4), 306-320. https://doi.org/10.1108/JPCC-12-2017-0034
- Wray, K. A., & Richmond, G. (2018). Factors shaping the agency of beginning science teachers working in high-poverty schools. Journal of Science Teacher Education, 29(8), 785-803. https://doi.org/10.1080/1046560x.2018.1514824
- Xie, X., Siau, K., & Nah, F. F. H. (2020). COVID-19 pandemic-online education in the new normal and the next normal. Journal of Information Technology Case and Application Research, 22(3), 175-187. https://doi.org/10.1080/15228053.2020.1824884
- Yin, R. K. (2012). Applications of case study research (3rd ed.). Thousand Oaks, California: Sage.