This book presents how the neoliberal trends, as reflected in the grouplised school structure, affect teachers’ professional learning and daily practice, and discusses how teacher agency is enabled and constrained at both individual and collective levels.
The author interviewed teachers and administrators from eight different grouplised schools. He argues that the neoliberal trends in high-stakes accountability largely constrained teacher agency. School grouplisation was generally top-down, and a bottom-up structure is needed to support teachers' professional growth. Collective agency and...