Team teaching in large spaces: three case studies framed by relational agency

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Teaching Education Pub Date : 2021-02-01 DOI:10.1080/10476210.2020.1868423

V. Prain, S. Emery, Damon P. Thomas, Valerie Lovejoy, Cathleen Farrelly, L. Baxter, D. Blake, Craig Deed, Marie-Christina Edwards, Doug Fingland, A. Mooney, T. Muir, K. Swabey, R. Tytler, Emma Workman, Tina Daniel-Zitzlaff, Joanne Henriksen

引用次数: 4

Abstract

ABSTRACT Despite many claimed benefits, teacher collaboration remains patchy, under-theorised, and resisted. At the same time, new large teaching spaces offer teachers opportunities to teach in teams within and across school subjects to enhance teacher and student learning. In this paper we aim to contribute to theorising the nature and means of this form of collaboration, drawing on both relevant literature and analyses of three case studies of team teaching. We found that team teaching (a) is enabled and constrained by multiple contextual factors, and (b) potentially changes and enhances the nature and scope of teacher professional learning.

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大空间中的团队教学:由关系代理构成的三个案例研究

尽管有许多声称的好处，教师合作仍然是不完整的，缺乏理论的，并且受到抵制。与此同时，新的大型教学空间为教师提供了在学校学科内部和跨学科团队教学的机会，以加强教师和学生的学习。在本文中，我们的目标是通过相关文献和对三个团队教学案例研究的分析，将这种合作形式的性质和方法理论化。我们发现，团队教学(a)受到多种情境因素的推动和制约，(b)可能改变和增强教师专业学习的性质和范围。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

6.20%

发文量

期刊介绍： Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education. Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged. Contributions are invited which address social and cultural, practical and theoretical aspects of teacher education in university-, college-, and school-based contexts. The journal’s focus is on the challenges and possibilities of rapid social and cultural change for teacher education and, more broadly, for the transformation of education. These challenges include: the impact of new cultures and globalisation on curriculum and pedagogy; new collaborations and partnerships between universities, schools and other social service agencies; the consequences of new community and family configurations for teachers’ work; generational and cultural change in schools and teacher education institutions; new technologies and education; and the impact of higher education policy and funding on teacher education. Manuscripts addressing critical and theory-based research or scholarly reflections and debate on contemporary issues related to teacher education, will be considered. Papers should attempt to present research, innovative theoretical and/or practical insights in relevant current literature and debate.