V. Prain, S. Emery, Damon P. Thomas, Valerie Lovejoy, Cathleen Farrelly, L. Baxter, D. Blake, Craig Deed, Marie-Christina Edwards, Doug Fingland, A. Mooney, T. Muir, K. Swabey, R. Tytler, Emma Workman, Tina Daniel-Zitzlaff, Joanne Henriksen
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Team teaching in large spaces: three case studies framed by relational agency
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.
期刊介绍：
Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education. Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged. Contributions are invited which address social and cultural, practical and theoretical aspects of teacher education in university-, college-, and school-based contexts. The journal’s focus is on the challenges and possibilities of rapid social and cultural change for teacher education and, more broadly, for the transformation of education. These challenges include: the impact of new cultures and globalisation on curriculum and pedagogy; new collaborations and partnerships between universities, schools and other social service agencies; the consequences of new community and family configurations for teachers’ work; generational and cultural change in schools and teacher education institutions; new technologies and education; and the impact of higher education policy and funding on teacher education. Manuscripts addressing critical and theory-based research or scholarly reflections and debate on contemporary issues related to teacher education, will be considered. Papers should attempt to present research, innovative theoretical and/or practical insights in relevant current literature and debate.
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