Team Teaching in Large Spaces: Three Case Studies Framed by Relational Agency

Autor/inn/en	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; Henriksen, Joanne
Titel	Team Teaching in Large Spaces: Three Case Studies Framed by Relational Agency
Quelle	In: Teaching Education, 33 (2022) 3, S.272-285 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Prain, Vaughan) ORCID (Thomas, Damon) ORCID (Baxter, Lindy) ORCID (Edwards, Marie-Christina) ORCID (Muir, Tracey) ORCID (Swabey, Karen) ORCID (Tytler, Russell)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2020.1868423
Schlagwörter	Team Teaching; Teacher Collaboration; Teamwork; Secondary School Teachers; Foreign Countries; Faculty Development; Large Group Instruction; Australia + Suchen Sie Ihr Suchwort? Teamteaching; Lehrerkooperation; Ausland; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01