| Sumario: | Background: Teacher agency plays a pivotal role in technology‐enhanced instruction, yet empirical evidence connecting agency to the practical enactment of specific components of TPACK remains limited. In particular, the intersections between teacher agency and TPK/TCK as enacted practices warrant closer scrutiny. Objective: This study empirically examined how manifestations of teacher agency—individual, co‐ and collective—are interlinked with the enactment of TPK and TCK in exemplary cases of instructional innovation, with a focus on the integration of emerging technologies, including AI. Methods: Seventeen award‐winning science education reports, treated as instructional artefacts, were analysed using a hybrid deductive–inductive thematic analysis. The study first categorised cases based on established TPK/TCK and teacher agency frameworks, then utilised a cross‐matrix approach to identify empirical typologies and represent the multilayered intersections. Results: TPK was evident across all cases and appeared to support teacher agency across individual, co‐ and collective domains, where broadly applicable tools enhanced instructional orchestration and resource sharing. In contrast, TCK appeared selectively in subject‐specific contexts, demanding disciplinary expertise and aligning mainly with individual agency. AI integration operated flexibly across both domains, amplifying pedagogical orchestration in TPK‐oriented practices while supporting content‐specific analytical and inquiry processes in TCK‐oriented enactments. Conclusions: The findings suggest a reciprocal dynamic in which teacher agency supports technology integration, while enacted TPACK may also expand the scope of agency. TPK underpins cross‐contextual transferability, while TCK advances disciplinary specialisation—both central to understanding and supporting AI‐integrated science education. The study provides empirical typologies of their interplay with teacher agency, offering differentiated strategies for teacher professional development and policy that reflect the distinct functional roles of TPK and TCK in AI‐integrated science education. Summary: What is currently known about this topic ○TPACK has been widely used to conceptualise technology integration, and TPK and TCK are central to understanding how technology is enacted in pedagogy and disciplinary learning.○Teacher agency—individual, co‐ and collective—shapes how teachers interpret, adapt and sustain technology‐supported instructional innovation.○However, empirical research remains limited on how teacher agency intersects with the practical enactment of TPK and TCK, particularly in AI‐integrated science classrooms.What does this paper add ○This paper examines how teacher agency intersects with enacted TPK and TCK through a cross‐matrix analysis of 17 award‐winning science instructional artefacts.○It identifies empirical typologies showing that TPK is broadly associated with agency across individual, co‐ and collective domains, whereas TCK is enacted more selectively and remains closely tied to disciplinary expertise and individual agency.○It further shows that AI‐mediated practices differ across the two domains, supporting student engagement and instructional orchestration in TPK while enabling experimental analysis and adaptive disciplinary inquiry in TCK.Implications for practice or policy ○Teacher professional development should differentiate between collaborative, broad‐based strategies for TPK diffusion and specialised, subject‐specific support for TCK advancement.○AI should be integrated into teacher learning not as a generic add‐on, but with attention to its distinct pedagogical functions—particularly in supporting student engagement and instructional orchestration in TPK and enabling disciplinary inquiry in TCK.○Policy and school‐level support should strengthen collective infrastructures, such as PLCs, to sustain the dynamic interplay between teacher agency and technology integration.
|
|---|