A Philosophy of Practice to Inform Team-Teaching: A Blended Auto-Ethnographical Account

Autor/in	Hains-Wesson, Rachael
Titel	A Philosophy of Practice to Inform Team-Teaching: A Blended Auto-Ethnographical Account
Quelle	In: Issues in Educational Research, 32 (2022) 4, S.1403-1420 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hains-Wesson, Rachael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-7155
Schlagwörter	Educational Philosophy; Team Teaching; Autobiographies; Ethnography; Educational Practices; Check Lists; Reflective Teaching; Position Papers + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Teamteaching; Autobiography; Autobiografie; Autobiographie; Ethnografie; Bildungspraxis; Checkliste; Positionspapier
Abstract	In this study, I explore a time when I crafted a philosophy of practice (PoP) to inform team-teaching encounters. I articulate my experience through a blended auto-ethnographical account. I propose that integrating an intentionally designed PoP for team-teaching aids in uncovering group-based responsibilities, opportunities, and limitations. The results informed the crafting of a four-staged, practitioner-based model and toolkit, helping to create a framework to establish and/or evaluate team-teaching. I make specific recommendations, affording solutions in the domain of team-teaching as an evolving practice. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01