Teacher agency in kaart brengen en ondersteunen: een persoonlijk betekenisvolle en contextueel relevante benadering

N. Hendriksen; A. Logtenberg; H. B. Westbroek; F. J.J.M. Janssen

doi:10.59302/jxvnd857

Teacher agency in kaart brengen en ondersteunen: een persoonlijk betekenisvolle en contextueel relevante benadering

Translated title of the contribution: Mapping and Fostering Teacher Agency: A Personally Meaningful and Contextually Relevant Approach

N. Hendriksen^*
, A. Logtenberg
, H. B. Westbroek
, F. J.J.M. Janssen

^*Corresponding author for this work

Research output: Contribution to Journal › Article › Academic › peer-review

Abstract

Teacher agency is a concept that is gaining popularity because it is associated with both the professional well-being of teachers and the quality of education. Agency is understood as intentional: the ability to make conscious, value-driven choices, and transactional: it arises through interaction with the environment in which an individual acts. Current research on teacher agency usually focuses on personal meaning and context (idiographic) or on finding general patterns (nomothetic). Both approaches have strengths, but separately they lack the potential to both map and foster agency. This study examines the extent to which Personal Project Analysis (PPA; Little, 2015) can be used as a method that combines idiographic and nomothetic approaches. Two case studies are used to describe the extent to which PPA aligns with the concept of teacher agency, encourages reflection on one’s own agency, and supports agency. In conclusion, PPA proved to be a useful instrument for mapping and fostering teacher agency.

Translated title of the contribution	Mapping and Fostering Teacher Agency: A Personally Meaningful and Contextually Relevant Approach
Original language	Dutch
Pages (from-to)	1-33
Number of pages	33
Journal	Pedagogische Studien
Volume	103
Issue number	1
Early online date	24 Apr 2026
DOIs	https://doi.org/10.59302/jxvnd857
Publication status	Published - 10 Jun 2026

Bibliographical note

Dit artikel is verschenen in het Themanummer agency .

Publisher Copyright:
© Author(s); licensed under Creative Commons Attribution 4.0. This allows for unrestricted use, as long as the author(s) and source are credited.

Keywords

docentprofessionalisering
intentionaliteit
intentionality
Personal Project Analysis (PPA)
Persoonlijke Projecten Analyse (PPA)
teacher agency
teacher professionalization
transactionaliteit
transactionality

Access to Document

10.59302/jxvnd857

Persistent URL (handle)

Persistent link

Cite this

@article{3b363c870c234914a319132aac3cea60,

title = "Teacher agency in kaart brengen en ondersteunen: een persoonlijk betekenisvolle en contextueel relevante benadering",

abstract = "Teacher agency is a concept that is gaining popularity because it is associated with both the professional well-being of teachers and the quality of education. Agency is understood as intentional: the ability to make conscious, value-driven choices, and transactional: it arises through interaction with the environment in which an individual acts. Current research on teacher agency usually focuses on personal meaning and context (idiographic) or on finding general patterns (nomothetic). Both approaches have strengths, but separately they lack the potential to both map and foster agency. This study examines the extent to which Personal Project Analysis (PPA; Little, 2015) can be used as a method that combines idiographic and nomothetic approaches. Two case studies are used to describe the extent to which PPA aligns with the concept of teacher agency, encourages reflection on one{\textquoteright}s own agency, and supports agency. In conclusion, PPA proved to be a useful instrument for mapping and fostering teacher agency.",

keywords = "docentprofessionalisering, intentionaliteit, intentionality, Personal Project Analysis (PPA), Persoonlijke Projecten Analyse (PPA), teacher agency, teacher professionalization, transactionaliteit, transactionality",

author = "N. Hendriksen and A. Logtenberg and Westbroek, \{H. B.\} and Janssen, \{F. J.J.M.\}",

note = "Dit artikel is verschenen in het Themanummer agency . Publisher Copyright: {\textcopyright} Author(s); licensed under Creative Commons Attribution 4.0. This allows for unrestricted use, as long as the author(s) and source are credited.",

year = "2026",

month = jun,

day = "10",

doi = "10.59302/jxvnd857",

language = "Dutch",

volume = "103",

pages = "1--33",

journal = "Pedagogische Studien",

issn = "0165-0645",

publisher = "Vereniging voor Onderwijsresearch (VOR)",

number = "1",

}

TY - JOUR

T1 - Teacher agency in kaart brengen en ondersteunen

T2 - een persoonlijk betekenisvolle en contextueel relevante benadering

AU - Hendriksen, N.

AU - Logtenberg, A.

AU - Westbroek, H. B.

AU - Janssen, F. J.J.M.

N1 - Dit artikel is verschenen in het Themanummer agency . Publisher Copyright: © Author(s); licensed under Creative Commons Attribution 4.0. This allows for unrestricted use, as long as the author(s) and source are credited.

PY - 2026/6/10

Y1 - 2026/6/10

N2 - Teacher agency is a concept that is gaining popularity because it is associated with both the professional well-being of teachers and the quality of education. Agency is understood as intentional: the ability to make conscious, value-driven choices, and transactional: it arises through interaction with the environment in which an individual acts. Current research on teacher agency usually focuses on personal meaning and context (idiographic) or on finding general patterns (nomothetic). Both approaches have strengths, but separately they lack the potential to both map and foster agency. This study examines the extent to which Personal Project Analysis (PPA; Little, 2015) can be used as a method that combines idiographic and nomothetic approaches. Two case studies are used to describe the extent to which PPA aligns with the concept of teacher agency, encourages reflection on one’s own agency, and supports agency. In conclusion, PPA proved to be a useful instrument for mapping and fostering teacher agency.

AB - Teacher agency is a concept that is gaining popularity because it is associated with both the professional well-being of teachers and the quality of education. Agency is understood as intentional: the ability to make conscious, value-driven choices, and transactional: it arises through interaction with the environment in which an individual acts. Current research on teacher agency usually focuses on personal meaning and context (idiographic) or on finding general patterns (nomothetic). Both approaches have strengths, but separately they lack the potential to both map and foster agency. This study examines the extent to which Personal Project Analysis (PPA; Little, 2015) can be used as a method that combines idiographic and nomothetic approaches. Two case studies are used to describe the extent to which PPA aligns with the concept of teacher agency, encourages reflection on one’s own agency, and supports agency. In conclusion, PPA proved to be a useful instrument for mapping and fostering teacher agency.

KW - docentprofessionalisering

KW - intentionaliteit

KW - intentionality

KW - Personal Project Analysis (PPA)

KW - Persoonlijke Projecten Analyse (PPA)

KW - teacher agency

KW - teacher professionalization

KW - transactionaliteit

KW - transactionality

UR - https://www.scopus.com/pages/publications/105044660696

UR - https://www.scopus.com/pages/publications/105044660696#tab=citedBy

U2 - 10.59302/jxvnd857

DO - 10.59302/jxvnd857

M3 - Article

AN - SCOPUS:105044660696

SN - 0165-0645

VL - 103

SP - 1

EP - 33

JO - Pedagogische Studien

JF - Pedagogische Studien

IS - 1

ER -

Teacher agency in kaart brengen en ondersteunen: een persoonlijk betekenisvolle en contextueel relevante benadering

Abstract

Bibliographical note

Keywords

Access to Document

Persistent URL (handle)

Other files and links

Fingerprint

Cite this