Claims about teachers' potential to influence change tend to overlook that educational outcomes arise from complex, situated practices of many actors including teachers. This article introduces a tool for Teachers' Reflection on their Agency for Change (TRAC) for empirical analysis of teaching as a collective activity designed to 'track' the…

Positive claims are made for the adoption of practices that permit greater levels of involvement in teacher appraisals. The assumption is that when teachers are more involved in observing and evaluating their teaching, corresponding increases in empowerment and autonomy occur as a direct result. This paper challenges this claim by arguing that…