Teacher Agency and Futures Thinking

Problems encountered in top-down school reforms have repeatedly highlighted the significance of teachers’ agency educational change. At same time, temporality has been identified as a key element agency, with beliefs about future and experiences past shaping their agentic orientations. However, research on orientations is typically limited to short-term trajectories, opposed long-term visions education. To address this, we draw futures studies perspective give more explicit attention work. We argue that method narratives, already well-established field studies, fruitful methodological framework for studying these visions. In this paper, first show approach theoretically compatible ecological model teacher agency. then outline narratives point out possibilities it offers. Finally, illustrate our an exploratory analysis small set where teachers imagine workday. Our reveals offer rich view longer-term education, including instances reflecting role education relation broader societal developments. study suggests novel can provide tools well practical development addressing issues policies.