ABSTRACT

Research has extensively linked teacher collaborative work with opportunities for both explicit and implicit professional development. However, while teachers work together more often than before, little is known about how workplace collaborative contexts are structured in terms of who and how frames the problems of practice. Drawing on an ethnographically inspired case study, this article examines three common collaborative contexts and discusses how and why different ways of structuring them through problem framing mattered for professional development. The findings reveal that the context intended for school improvement offered only incidental opportunities for teachers to engage in problem framing. The ‘work works’ question was central in structuring the contexts intended for professional development and often acted as a limiting frame. In contrast, teachers’ work with student cases involved broader opportunities for explorative problem framing. The analysis emphasises the role of framing questions in structuring teacher collaborative work.

摘要

研究广泛地将教师协作工作与显性和隐性专业发展的机会联系起来。然而，虽然教师比以前更频繁地一起工作，但人们对工作场所协作环境如何根据谁以及如何界定实践问题的结构知之甚少。本文以民族志启发的案例研究为基础，考察了三种常见的协作环境，并讨论了通过问题框架来构建它们的不同方式以及为什么对专业发展很重要。调查结果表明，旨在改善学校的环境仅为教师提供了参与问题框架的偶然机会。“工作有效”问题是构建旨在促进专业发展的环境的核心问题，并且经常充当限制框架。相比之下，教师处理学生案例的工作涉及更广泛的探索性问题框架机会。该分析强调了在构建教师协作工作中提出问题的作用。