Contexts for teaching and the exercise of agency in early‐career academics: perspectives from realist social theory

Abstract

In this study, we investigate the interplay between context and agency for three early-career academics as they seek to develop their teaching. Our analysis is conducted in light of Archer’s realist social theory, framed by critical realism. We argue that it is possible to see ways in which Archer’s account of the interplay between structure and agency is evident in the practice of these academics, with the influence of contextual factors mediated by their concerns and reflexive deliberations. We thus open up a range of questions for further research and points of departure for the development of practice.