抄録
In today’s educational landscape, characterized by increasing volatility, uncertainty, complexity, and ambiguity （VUCA）, teachers are required to go beyond traditional instructional methods and become agents of change. This study explores the professional development of a physical education （PE） teacher from the perspective of agency formation, utilizing Engeström’s expansive learning theory as an analytical framework. Through a life history approach, we examine how the teacher’s learning expands beyond the conventional boundaries of school and classroom settings, fostering collaboration with local communities and contributing to educational reform.
The study focuses on a PE teacher with 34 years of teaching experience who has actively engaged in educational innovation. By conducting multiple narrative interviews and analyzing related documents, the research reveals how the teacher extended learning across three key dimensions: social-spatial, temporal, and political-ethical. The teacher’s career trajectory demonstrates a transition from classroom-based pedagogy to a broader, community-engaged approach, highlighting the importance of connecting school-based learning with real-world applications.
The findings indicate that the teacher’s agency was developed through an iterative process of encountering contradictions, reflecting on experiences, and actively reforming the educational environment. The establishment of a comprehensive community-based sports club within the school serves as a culmination of these efforts, illustrating the teacher’s role in bridging institutional structures and fostering collaborative learning environments.
This study contributes to the sociology of physical education by providing empirical insights into how teachers develop agency and enact change within educational systems. The implications suggest that fostering expansive learning opportunities can empower teachers to take an active role in shaping the future of education. Furthermore, the study underscores the need for a shift in teacher professional development frameworks, emphasizing not only instructional competence but also the ability to navigate complex social networks and co-create learning environments that extend beyond school boundaries.
