Journal article
Team teaching in large spaces: three case studies framed by relational agency
Teaching education, Vol.33(3), pp.272-285
03/07/2022
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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.
Details
- Title
- Team teaching in large spaces: three case studies framed by relational agency
- Creators
- Vaughan Prain - Deakin UniversitySherridan Emery - University of TasmaniaDamon Thomas - University of TasmaniaValerie Lovejoy - La Trobe UniversityCathleen Farrelly - La Trobe UniversityLindy Baxter - La Trobe UniversityDamian Blake - Deakin UniversityCraig Deed - La Trobe UniversityMarie-Christina Edwards - University of TasmaniaDoug Fingland - Anglicare (Tasmania, Launceston)Amanda Mooney - Deakin UniversityTracey Muir - University of TasmaniaKaren Swabey - University of TasmaniaRussell Tytler - Deakin UniversityEmma Workman - Deakin UniversityTina Daniel-Zitzlaff - Deakin UniversityJoanne Henriksen - Deakin University
- Publication Details
- Teaching education, Vol.33(3), pp.272-285
- Publisher
- Taylor & Francis Group
- Number of pages
- 14
- Grant note
- This work was supported by the Australian Research Council [LP150100558].
- Identifiers
- 991013393750002368
- Copyright
- © 2020 Informa UK Limited, trading as Taylor & Francis Group.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article