Teaching Education Pub Date : 2021-02-01 , DOI: 10.1080/10476210.2020.1868423 Vaughan Prain 1 , Sherridan Emery 2 , Damon Thomas 2 , Valerie Lovejoy 3 , Cathleen Farrelly 3 , Lindy Baxter 3 , Damian Blake 1 , Craig Deed 3 , Marie-Christina Edwards 2 , Doug Fingland 4 , Amanda Mooney 1 , Tracey Muir 2 , Karen Swabey 2 , Russell Tytler 1 , Emma Workman 1 , Tina Daniel-Zitzlaff 1 , Joanne Henriksen
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.
中文翻译:
大空间的团队教学:由关系机构构建的三个案例研究
摘要
尽管有许多声称的好处,但教师合作仍然不完整、理论不足和抵制。同时,新的大型教学空间为教师提供了在校内和跨学科团队教学的机会,以加强教师和学生的学习。在本文中,我们旨在利用相关文献和对三个团队教学案例研究的分析,对这种合作形式的性质和方式进行理论化。我们发现团队教学 (a) 受到多种情境因素的支持和限制,并且 (b) 可能改变和增强教师专业学习的性质和范围。