The importance of professional autonomy for the well-being of teachers and for the quality of education has often been demonstrated (e.g. Fullan, 2007). Much research is done about the way in which management can influence a healthy and motivating work environment by creating professional space (Kessels, 2012; Kuijpers et al., 2023; Schaufeli & Taris, 2013). Much less is known, however, about the role that teachers themselves (can) play in influencing that environment. Teachers can reproduce or interrupt cultures and structures (Priestley et al., 2015). Currently, increasing attention is being paid to 'teacher agency', in short defined as: the ability of teachers to exert targeted and effective influence on educational practice (Toom et al., 2015).

To add to this body of research, we focus on the agency of teachers in Dutch Early Childhood Education (ECE). In their ecological approach to agency, Priestley et al. (2015) distinguish three dimensions of agency that play a role in the realization of this agency. The iterational aspect (accumulated expertise) is rooted in the past. The projective dimension (aspirations, motivations) is focused on the future. The practical-evaluative dimension (the day-to-day decisions in the complex context of educational practice) is an important connecting element between the former two dimensions.

Agency is important when it comes to being resilient in the face of educational innovations imposed by the environment (Priestley et al., 2015). Key to this resilience is the ability to critically assess requested changes, based on specific professional expertise (Edwards, 2015). If such an evaluation turns out to be negative, agency takes the form of offering 'principled resistance', that, according to Achinstein and Ogawa (2006), is based on professional principles. These principles are rooted in widely shared beliefs about education and professionalism and cannot do without reflective capacity and the willingness to change.

The literature on agency mostly focuses on the importance of professional dialogue for the substantive evaluation of educational practice (Edwards 2015). In addition, however, it is also important to evaluate: to what extent is it possible to act according to that evaluation? And if this is not sufficiently the case: how can we influence this? With these questions, a more political dimension of agency emerges. Kelchtermans and Ballet (2005) define micropolitical literacy as 'strategies and tactics used by individuals and groups in an organization to defend their interests' (p. 90). Insight into political dynamics is a crucial part of the practical-evaluative dimension of agency, especially in restricted work environments.

In this paper, we focus on the practical-evaluative dimension of agency in ECE teachers. We are specifically interested in the strategies and tactics used by teachers to improve their working conditions in situations where they are hindered in carrying out their daily work in line with their professional views. We therefore pose the research question: How do teachers in groups 1 and 2 of Dutch primary schools respond to autonomy-limiting influences from the environment?

Based on interview stories of teachers who feel constrained by the environment to act according to their professional views, we show that teachers can actively use their specific context as a source for strengthening their agency. The results reveal a multitude of very diverse strategies by which teachers respond to autonomy-limiting circumstances. Analysis shows that successful strategies, i.e. strategies that protect professional autonomy, are based on an open dialogue about, critical reflection on, and inquiry into both educational content and political context.

The results are summarized in a model. This model will be presented, clarified and illustrated with empirical data.

Data collection Examining teacher agency requires studying teachers in their daily practices and methods of inquiry should be aimed at accessing the judgments, intentional actions and evaluations of these teachers (Edwards et al., 2015). In line with these recommendations, we have opted for qualitative research methods. Eight experienced teachers, who have worked for at least ten years in the first two grades of primary school, were interviewed in a series of three extensive, open interviews, at yearly intervals. An exploration of the relevant literature led to a number of broad sensitizing concepts (Boeije, 2012) that functioned as the main topics in the interviews: vision (professional beliefs), context (facilitating and hindering factors in the work environment), effects (consequences for practice) and strategies (reactions to autonomy-limiting influences). An interview guide served as a semi-structured checklist. The interview questions were open and the respondent was given room to follow their own storyline. All interviews were recorded with permission. In this contribution, we report on the analysis of the data related to the topic of Strategies. Research group The relatively small research group of eight people made it possible to collect rich information over a longer period of time. The respondents were purposive stratified (Boeije, 2012). The teachers differed equally in two respects. Firstly, their perception of the professional space. To distinguish the participants on this, we asked them the question: Do you experience pressure stemming from your work environment to work with young children in ways other than those you perceive as desirable? (yes/no). Secondly, the respondents' previous education differed equally. Previous research has shown that differences in prior education (KLOS or PABO) influenced the professional belief and perceived competences of teachers in the youngest groups of primary school. Analysis Verbatim transcripts have been analyzed thematically (Braun & Clark, 2006). Analysis was done using Atlas.ti, through descriptive coding that alternated between open and axial coding. During this analysis process, research question memos were kept. Regarding specific sub-questions that surfaced in this analysis process, additional deductive analyses was performed. Reliability Inter-rater reliability was sought throughout the research process. The developing code tree and research question memos were discussed in the research team at all stages of the research. The analyzed data have been summarized in extensive synthesis texts that have been sent to the respondents. In a follow-up interview, all respondents confirmed the interpretations (member check).

The study provides insight into the way in which the practical-evaluative dimension of teacher agency takes shape in everyday ECE practices. The specific context can both facilitatee and hinder the autonomy of teachers, however, teachers themselves can also actively use the context as a source to strengthen their agency. In the interviews, three strategies emerged as the most important: dialogue, critical reflection, and inquiry. A work-environment in which these central strategies are facilitated, for example by making time available to discuss, investigate and reflect on (new) educational content, the environment supports the balance between openness to change and faithfulness to professional expertise and values. In an environment in which innovations are imposed top-down, such a balance is much more difficult to achieve. To stay true to their own professional expertise, teachers also use the three strategies of dialogue, reflection, and inquiry. In doing so, the wider environment of the school is used more. In addition to focusing on the educational content, the three strategies in this restrictive situation also have a stronger focus on the political environment. The study underlines the importance of collegial relationships. First, regarding the content of teaching, where professional dialogue between colleagues is a source of solid, shared, and conscious expertise and professional self-confidence (see also Fullan, 2007; Wenger, 2010; März & Kelchtermans, 2020). In addition, and especially in restrictive environments, collegial relationships are also of great importance for experiencing emotional support. A well-considered judgement about an imposed change and the perceived support of colleagues are an important basis for offering principled resistance. Additionally, as also shown by Vähäsatanen and Eteläpelto (2015), emotions that arise in this situation can also be a catalyst for teacher agency. Implications for practice will be discussed during the presentation.

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