Teachers’ discussions of prospective technology practices – dialogic rehearsal spaces and envisioned transformative agency

This study explores how preschool and primary teachers collaboratively articulate future-oriented pedagogical digital teaching practices. Using educational design research with video-elicited reflection, the analysis focuses on micro-level interaction through the lenses of transformative agency and reported speech. Findings show that teachers rehearse prospective practices by enacting hypothetical scenarios, often adopting pupils’ perspectives, thereby integrating technical, pedagogical, and value-based reasoning. This framework positions forward-looking elaborations as both analytical lenses and pedagogical processes, where envisioned transformative agency, professional digital competence, and imagined futures intersect in dialogic rehearsal spaces, thereby highlighting how participatory, design-based methods both capture and foster future-oriented professional engagement in technology-mediated activities.