The Teacher as a Learning Experience Designer: Explaining the Roles of Professional Agency, Reflective Practice, and Instructional Innovation in Classroom Transformation

Abstract

The transformation of school education depends less on introducing new tools than on teachers’ capacity to design meaningful, flexible, and responsive learning experiences. This study aims to propose a model explaining the relationships among teacher professional agency, reflective practice, continuous professional learning, teaching self-efficacy, and instructional innovation. A sequential mixed-methods design will be employed. The quantitative phase will examine the structural relationships among the variables, while the qualitative phase will analyze innovative teachers’ narratives concerning instructional redesign, responses to institutional constraints, and learning from experience. Reflective practice and professional learning are expected to promote deeper use of active learning, formative assessment, and educational technology by strengthening teacher agency and self-efficacy. The findings may provide a framework for redesigning in-service teacher education and shifting from standardized, prescription-based training toward sustained, collaborative, and school-based professional development.