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Team teaching in large spaces : Three case studies framed by relational agency
Prain, Vaughan Emery, Sherridan Thomas, Damon Lovejoy, Valerie Farrelly, Cathleen Baxter, Lindy Blake, Damian Deed, Craig Edwards, Marie-Christina Fingland, Doug
Prain, Vaughan
Emery, Sherridan
Thomas, Damon
Lovejoy, Valerie
Farrelly, Cathleen
Baxter, Lindy
Blake, Damian
Deed, Craig
Edwards, Marie-Christina
Fingland, Doug
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.
Keywords
teacher collaboration, teacher team teaching
Date
2022
Type
Journal article
Journal
Teaching Education
Book
Volume
33
Issue
3
Page Range
272-285
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled