Exploring strategies to sustain teacher agency in the context of 'hyper-accountability': Reflections from ten experienced chemistry school teachers in Chile

Citation

Quiroz-Martinez D & Rushton EAC (2024) Exploring strategies to sustain teacher agency in the context of 'hyper-accountability': Reflections from ten experienced chemistry school teachers in Chile. Teaching and Teacher Education, 152, Art. No.: 104787. https://doi.org/10.1016/j.tate.2024.104787

Abstract
We explored teacher agency in a policy context of hyper-accountability drawing on interviews with ten experienced secondary school chemistry teachers in Chile. Constraints included successive reforms of the national curriculum, a resource-poor and high-surveillance education culture, and a low-priority culture of professional learning. Strategies enacted to sustain teacher agency included identifying 'pockets of possibility' to realise authentic chemistry education for all, developing trusting relationships with students and proactively nurturing their own professional development. These strategies have the potential to enhance the practice of teachers and teacher educators, and to inform a reorientation of policy away from high-stakes accountability.

Keywords
Teacher agency; Secondary school teachers; Education policy; Accountability

Notes
Research paper A R T I C L E I N F O

• Exploring strategies to sustain teacher agency in the context of ‘hyper-accountability’: Reflections from ten experienced chemistry school teachers in Chile