Repositioning teachers as assessors:

The global trend to emphasise assessment for learning brings up the issue of repositioning teachers in assessment. contemporary curricular policy reforms encourage take an agentic role assessment, but multiple dimensions environment affect its realisation. Drawing on ecological approach teacher agency, this empirical study investigated how Korean secondary English (KSETs) perceive and enact their own agency within ecosystem education. dataset comprises semi-structured interviews with 15 KSETs. interview questions involved main themes such as personal experiences over life course regarding professional practice findings from thematic analysis indicate that past like excessive emphasis high-stakes standardised testing still affected perception present practices directed by a reform, incongruence experienced between significantly influenced enactment agency. suggest aspire through critical interpretation iterative experiences, affordances, projective orientation. Aspirations can be compromised, however, negotiations environmental conditions practice, struggle leading transformation. This concludes practical implications enhance theoretical conceptual expansion perspective suggestions future research.