Agency in Professional Development

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Focusing on the professional growth of in-service primary ESL teachers in Hong Kong, this study explores how participants' prior experiences shape their understanding during a two-year teacher education program. Utilizing a constructivist-interpretive case study approach, it reveals that professional development is influenced by teachers' pre-conceptions and their agency in constructing their professional identities. The findings highlight the importance of dispositional agency in enhancing cognitive functioning, offering valuable insights for teacher educators seeking to improve teacher education practices.