Teachers’ sense of agency in digitalised teaching environments

This article investigates teachers’ sense of agency by exploring Norwegian lower secondary school teachers’ accounts of being professionals in an increasingly digitalised teaching and learning environment. The analysis draws on a conceptual framework that highlights modalities of agency to explore how teachers use those different modalities when expressing their sense of agency. The findings show that teachers’ sense of agency in digitalised teaching environments focuses on transformation and exploration. The article further highlights that teachers’ sense of agency is individual yet characterised by being constituted in various intertwined relationships. Thus, the concepts of agentic space and modalic space of agency are introduced and coupled as an analytical tool for exploring the relational aspect of teachers’ sense of agency.