Editorial: teacher agency, autonomy and religious education

Teacher education for teacher-learner autonomy

Teacher-learner autonomy, by analogy with previous definitions of language learner autonomy, might be defined as the ability to develop appropriate skills, knowledge and attitudes for oneself as a teacher, in cooperation with others. By focusing on the teacher as learner in this manner I do not mean to diminish the importance of ‘being free from constraints on one’s teaching’, i.e. teacher auto...

Editorial autonomy of CMAJ.

The teacher and the curriculum: exploring teacher agency

A key debate in the curriculum field has centred on the extent to which teachers should or could achieve agency over the curriculum they enact. Threats to teacher agency have come from top-down control of curricula, either through input regulation (prescription of content, methods and/or teaching materials) or output regulation (steering through outcomes). Drawing upon an ecological model to ex...

Agency is Distinct from Autonomy

Both autonomy and agency play central roles in the emerging enactive vocabulary. Although some treat these concepts as practically synonymous, others have sought to be more explicit about the conditions required for agency over and above autonomy. I attempt to be self-conscious about the role of the observer (or scientist) in such discussions, and emphasise that the concept of agency, in partic...

A Formal Framework for Agency and Autonomy

With the recent rapid growth of interest in MultiAgent Systems, both in arti cial intelligence and software engineering, has come an associated di culty concerning basic terms and concepts. In particular, the terms agency and autonomy are used with increasing frequency to denote di erent notions with di erent connotations. In this paper we lay the foundations for a principled theory of agency a...