Abstract

This article provides a conceptual clarification of the complementary relationship between teachers’ research literacy and their role-based agency. In many countries, teachers are increasingly expected to actively use and develop research. However, without taking account of teachers’ distinct conditions of agency, this expectation may weaken rather than strengthen the profession. Top-down mechanisms that push teachers to follow rigid evidence-based procedures diminish their professional autonomy. At the same time, conceptual research on teachers’ agency has developed new tools for promoting research literacy in a way that is conducive to professional autonomy. By conceptualizing research literacy as shaped by polyphonic agency, the article clarifies this field to support future teachers in terms of teacher education and working life. The article also articulates strategies for enhancing agency, such as raising awareness of the relevant standards, responding to accountability mechanisms, and developing teacher education programs.