Recent worldwide education policy has reinvented teachers as agents of change and professional developers of the school curriculum‎.‎ Academic literature has analyzed changes in how teacher professionalism is conceived in policy and in practice but Teacher Agency provides a fresh perspective on this issue‎,‎ drawing upon an ecological theory of agency‎.‎ Using this model for understanding agency‎,‎ Mark Priestley‎,‎ Gert Biesta and Sarah Robinson explore empirical findings from the ‎'‎Teacher Agency and Curriculum Change‎'‎ project‎,‎ funded by the UK‎-based Economic and Social Research Council ‎(‎ESRC‎)‎‎.‎ Drawing together this research with the authors‎'‎ international experiences and perspectives‎,‎ Teacher Agency addresses theoretical and practical issues of international significance‎.‎ The authors illustrate how teacher agency should be understood not only in terms of individual capacity of teachers‎,‎ but also in respect of the cultures and structures of schooling‎.‎