Journal article
Lingyu Li, Andrea Ruppar
Teacher Education and Special Education, vol. 44(1), 2021, pp. 42-59
Teacher Education and Special Education, vol. 44(1), 2021, pp. 42-59
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APA
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Li, L., & Ruppar, A. (2021). Conceptualizing Teacher Agency for Inclusive Education: A Systematic and International Review. Teacher Education and Special Education, 44(1), 42–59. https://doi.org/10.1177/0888406420926976
Chicago/Turabian
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Li, Lingyu, and Andrea Ruppar. “Conceptualizing Teacher Agency for Inclusive Education: A Systematic and International Review.” Teacher Education and Special Education 44, no. 1 (2021): 42–59.
MLA
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Li, Lingyu, and Andrea Ruppar. “Conceptualizing Teacher Agency for Inclusive Education: A Systematic and International Review.” Teacher Education and Special Education, vol. 44, no. 1, 2021, pp. 42–59, doi:10.1177/0888406420926976.
BibTeX Click to copy
@article{lingyu2021a,
title = {Conceptualizing Teacher Agency for Inclusive Education: A Systematic and International Review},
year = {2021},
issue = {1},
journal = {Teacher Education and Special Education},
pages = {42-59},
volume = {44},
doi = {10.1177/0888406420926976},
author = {Li, Lingyu and Ruppar, Andrea}
}
Abstract
Teachers can and should play a powerful active role in promoting societal inclusion and equity for all learners. There is an emerging interest among teacher education scholars in teacher agency and its importance; however, a theoretical and empirical understanding of teacher agency remains elusive. The purposes of this systematic review are to synthesize existing theories of teacher agency and summarize factors enhancing or constraining teacher agency for inclusive education. Implications for teacher education, professional development, and future studies were discussed. The electronic databases Academic Search Premier, Education Research Complete, ERIC, and PsycINFO were systematically searched for articles published until January 2019. Nine empirical studies were identified to inform the three-dimensional (i.e., iterational, practical-evaluative, projective) and temporal-relational nature of teacher agency, with inclusive teacher identity, professional competence, inclusive professional philosophy, autonomy, and reflexivity as its five core aspects.
