Teachers’ decision-making processes during situated teamwork
Bibliographic Data
| ID | 6422336 |
|---|---|
| Authors | Julie Lysberg (0000-0002-6387-697X, Nord University, corresponding author), Fredrik Rusk (0000-0003-1916-1499, Åbo Akademi University) |
| Year | 2022 |
| Volume | 16 |
| Issue | 1 |
| Pages | 18-36 |
| Publication date | 2022-11-24 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 2000-4508 • E-ISSN: 2000-4508 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/20004508.2022.2151719 |
| OpenAlex | W4309891377 |
| Language | EN |
| References cited | 37 |
Structured teacher collaboration has considerable potential to support teachers’ professional learning. The current article focuses on what characterises teachers’ decision-making processes during teamwork. Video recordings of teacher team meetings form the empirical basis for the research. Interaction analysis is employed to analyse under what circumstances decisions are taken and to examine how teachers make use of conceptual resources (lived and formal concepts) in decision-making processes. For teams to accept proposals for decisions, they appear to need to be justified through pedagogical concepts; that is, when lived and formal concepts are linked. This study shows how the development of teachers’ pedagogical concepts during teamwork is a collective process. The teachers also re-conceptualise and re-shape the concepts to strengthen their relevance in the context of their future work
Context (archaeology · Knowledge management · Mathematics education · Pedagogy · Political science · Process (computing · Professional development · Relevance (law · Situated · Situated learning · Sociology · Teamwork · Computer Science · Educational Assessment and Improvement · Innovative Teaching and Learning Methods · Psychology · Teacher Education and Leadership Studies
Dialogic Inquiry
Teacher collaboration
Interaction Analysis
Teacher learning in the context of educational innovation
Teacher collaboration
The Persistence of Privacy
Collective Sensemaking about Reading
Opportunities for Professional Learning in Mathematics Teacher Workgroup Conversations
Reframing Professional Development Through Understanding Authentic Professional Learning
A review of research on the impact of professional learning communities on teaching practice and student learning
Conducting Video Research in the Learning Sciences
Effective Teacher Professional Development
School-based collaboration as a learning context for teachers
Video in Qualitative Research
Understanding Data Use Practice among Teachers
Professional Development and Teacher Learning
Attending to Problems of Practice
Interpreting Qualitative Data
A Taxonomy of Instructional Learning Opportunities in Teachers' Workgroup Conversations
Situated Learning
| Highly cited | No |
|---|