Approaching the 'contact zone' of the collaborative through the lens of Bakhtin's (1981) theory of dialogic thinking, and with an ecological understanding of agency informed by his concepts of ideological becoming and internally persuasive discourses, I utilized qualitative case study methods, as well as life history interview methods, to answer my research questions, garnering teachers' perspectives by way of surveys, interviews, video diaries, and innovative artifacts. I analyzed the data through processes of open and focused coding, coding using pre-established codes, and cross-case analysis. Results from this study suggest that teachers' exercise of structurally transformative agency is impacted by the ecological influences of their past experiences, present contexts, and future goals, but that it is also-and to an even greater degree-highly influenced by their core perspectives toward these influences, regardless of whether the influences are supportive or constrictive in nature. This research also suggests that teacher preparation programs, schools, and teachers may benefit from cultivating spaces and relationships that encourage vulnerability, the production of new knowledge, trust for teachers, organic teacher leadership opportunities, reflective conversations, and occasions on which teachers can "get outside of the profession," all of which promote teacher innovation and growth in structurally transformative agency. vii TABLE OF CONTENTS