Teachers’ transformative agency in a Change Laboratory in a Finnish elementary school
Hyrkkö, Sakari; Kajamaa, Anu (2025-03-25)
Elsevier
25.03.2025
Sakari Hyrkkö, Anu Kajamaa, Teachers’ transformative agency in a Change Laboratory in a Finnish elementary school, Teaching and Teacher Education, Volume 159, 2025, 105011, ISSN 0742-051X, https://doi.org/10.1016/j.tate.2025.105011
https://creativecommons.org/licenses/by/4.0/
© 2025 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
https://creativecommons.org/licenses/by/4.0/
© 2025 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202503282252
https://urn.fi/URN:NBN:fi:oulu-202503282252
Tiivistelmä
Abstract
The emergence and evolution of teachers' transformative agency and its connection to addressing systemic contradictions remains little studied. Drawing from cultural-historical activity theory and the theory of expansive learning, we investigated how emerging transformative agency during a Change Laboratory intervention helped Finnish school teachers address problems of schoolwork, stemming from the educational system's underlying contradictions and aggravated by a curriculum reform. Our results point to the significance of transformative agency as a key element of collective change efforts, intertwined with dialectical development, and a powerful driver for renewing school leadership and collaborative practices from the bottom up.
The emergence and evolution of teachers' transformative agency and its connection to addressing systemic contradictions remains little studied. Drawing from cultural-historical activity theory and the theory of expansive learning, we investigated how emerging transformative agency during a Change Laboratory intervention helped Finnish school teachers address problems of schoolwork, stemming from the educational system's underlying contradictions and aggravated by a curriculum reform. Our results point to the significance of transformative agency as a key element of collective change efforts, intertwined with dialectical development, and a powerful driver for renewing school leadership and collaborative practices from the bottom up.
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