Teacher Agency in the Context of Integrated STEM Curriculum Innovation in China: A Case Study

• In Event: Investigations in the Context of STEM-Based Instruction

Abstract

This study focuses on the manifestation of teacher agency and relevant sociocultural factors in the context of integrated STEM curriculum innovation. By adopting an ecological approach to teacher agency and taking an autonomously organized teacher group in an urban primary school in China as a case, this study reveals the tension between the perspective and action aspects of teacher agency manifestation and explains how various sociocultural factors shaped the tension, contributing to our understanding on how teachers learn with curriculum innovation. This study implies that both cultural and structural factors should be deliberatively coordinated so as to realize teachers’ full potential for implementing curriculum innovation.

Authors

• Xinyang LIU, Shandong Normal University

• Xinning Pei, East China Normal University

• Yu Liang, East China Normal University