Teachers’ Reflection on their Agency for Change (TRAC): a tool for teacher development and professional inquiry

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 agency. Uses TRAC in professional development inquiry are illustrated with an example one teacher’s reflection during her collaboration researchers project aimed at ‘closing attainment gap’. Inclusive pedagogy used interpretative lens discuss agency relation its specific purpose context. The offers guidance future uses consider impact any agenda.