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

Journal article

Prain, Vaughan, Emery, Sherridan, Thomas, Damon, Lovejoy, Valerie, Farrelly, Cathleen, Baxter, Lindy, Blake, Damian, Deed, Craig, Edwards, Marie-Christina, Fingland, Doug, Mooney, Amanda, Muir, Tracey, Swabey, Karen, Tytler, Russell, Workman, Emma, Daniel-Zitzlaff, Tina and Henriksen, Joanne. (2022). Team teaching in large spaces : Three case studies framed by relational agency. Teaching Education. 33(3), pp. 272-285. https://doi.org/10.1080/10476210.2020.1868423
AuthorsPrain, Vaughan, Emery, Sherridan, Thomas, Damon, Lovejoy, Valerie, Farrelly, Cathleen, Baxter, Lindy, Blake, Damian, Deed, Craig, Edwards, Marie-Christina, Fingland, Doug, Mooney, Amanda, Muir, Tracey, Swabey, Karen, Tytler, Russell, Workman, Emma, Daniel-Zitzlaff, Tina and Henriksen, Joanne
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.

Keywordsteacher collaboration; teacher team teaching
Year2022
JournalTeaching Education
Journal citation33 (3), pp. 272-285
PublisherRoutledge
ISSN1047-6210
Digital Object Identifier (DOI)https://doi.org/10.1080/10476210.2020.1868423
Scopus EID2-s2.0-85100272786
Page range272-285
FunderAustralian Research Council (ARC)
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online01 Feb 2021
Publication process dates
Accepted18 Dec 2020
Deposited11 Oct 2023
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDLP150100558
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