1,721
Views
40
CrossRef citations to date
0
Altmetric
Articles

Talk, planning and decision‐making in interdisciplinary teacher teams: a case study

Pages 155-176 | Received 08 Jun 2007, Accepted 22 Aug 2008, Published online: 13 Feb 2009

References

  • Achinstein , B. 2002 . Conflict amid community: The micropolitics of teacher collaboration . Teacher College Record , 104 (3) : 421 – 455 .
  • Argyris , C. and Schön , D. 1978 . Organizational learning: A theory of action perspective , Reading, MA : Addison Wesley .
  • Bakhtin , M.M. , ed. 1981 . The dialogic imagination: Four essays by M.M. Bakhtin , Austin, TX : University of Texas Press .
  • Carnegie Council on Adolescent Development . 1989 . Turning points: Preparing American youth for the 21st century , Washington, DC : Carnegie Council .
  • Clark , C.M. , ed. 2001 . Talking shop: Authentic conversation and teacher learning , New York : Teachers College Press .
  • Cole , M. 1985 . “ The zone of proximal development: Where culture and cognition create each other ” . In Culture, communication, and cognition: Vygotskian perspectives , Edited by: Wertsch , J.V. 146 – 161 . New York : Cambridge University Press .
  • Crow , G.M. and Pounder , D.G. 2000 . Interdisciplinary teacher teams: Context, design, and process . Educational Administration Quarterly , 36 (2) : 216 – 245 .
  • Engeström , Y. 1987 . Learning by expanding: An activity‐theoretical approach to developmental research , Helsinki : Orienta‐Konsultit Oy .
  • Engeström , Y. , Brown , K. , Christopher , L.C. and Gregory , J. 1997 . “ Coordination, cooperation and communication in the courts: Expansive transitions in legal work ” . In Mind, culture, and activity: Seminal papers from the laboratory of comparative human cognition , Edited by: Cole , M. , Engeström , Y. and Vasquez , O. 369 – 385 . Cambridge : Cambridge University Press .
  • Eraut , M. 2007 . Learning from other people at work . Oxford Review of Education , 33 (4) : 403 – 422 .
  • Florio Ruane , S. and Raphael , T. 2001 . “ Reading lives: Learning about culture and literacy in teacher study groups ” . In Talking shop: Authentic conversation and teacher learning , Edited by: Clark , C.M. 64 – 81 . New York : Teachers College Press .
  • Fullan , M. 1993 . Changing forces: Probing the depths of educational reform , London : Falmer Press .
  • Hjörne , E. and Säljö , R. 2004 . The pupil welfare team as a discourse community: Accounting for school problems . Linguistics and Education , 15 : 321 – 338 .
  • Huberman , M. 1993 . “ The model of the independent artisan in teachers’ professional relations ” . In Teachers’ work: Individuals, colleagues and contexts , Edited by: Little , J.W. and McLaughlin , M.W. 11 – 50 . New York : Teachers College Press .
  • Kärkkäinen , M. 2000 . Teams as network builders: Analysing network contacts in Finish elementary school teacher teams . Scandinavian Journal of Educational Research , 44 : 371 – 391 .
  • Kruse , S.D. and Louis , K.S. 1997 . Teacher teaming in middle schools: Dilemmas for a schoolwide community . Educational Administration Quarterly , 33 (3) : 261 – 290 .
  • Lave , J. and Wenger , E. 1991 . Situated Learning: Legitimate peripheral participation , Cambridge : Cambridge University Press .
  • Leontiev , A.N. 1981 . “ The problem of activity in psychology ” . In The concept of activity in soviet psychology , Edited by: Wertsch , J.V. 37 – 71 . Armonk, NY : M.E. Sharpe .
  • Linell , P. 1998 . Approaching dialogue: Talk, interaction and contexts in dialogical perspectives , Amsterdam : John Benjamins .
  • Little , J.W. and McLaughlin , M.W. , eds. 1993 . Teachers’ work: Individuals, colleagues and contexts , New York : Teachers College Press .
  • Mäkitalo , Å. 2003 . Accounting practices as situated knowing: Dilemmas and dynamics in institutional categorization . Discourse Studies , 5 (4) : 495 – 516 .
  • Mäkitalo , Å. and Säljö , R. 2002 . Invisible people: Institutional reasoning and reflexivity in the production of services and ‘social facts in public employment agencies . Mind, Culture, and Activity , 9 (3) : 160 – 178 .
  • McLaughlin , M.W. 1993 . “ What matters most in teachers’ workplace context? ” . In Teachers’ work: Individuals, colleagues and contexts , Edited by: Little , J.W. and McLaughlin , M.W. 79 – 103 . New York : Teachers College Press .
  • McLaughlin , M.W. and Talbert , J.E. 2001 . Professional communities and the work of high school teaching , Chicago, IL : University of Chicago Press .
  • McLaughlin , M.W. and Talbert , J.E. 2006 . Building school‐based teacher learning communities , New York : Teachers College Press .
  • Meirink , J.A. , Meijer , P.C. and Verloop , N. 2007 . A closer look at teachers’ individual learning in collaborative settings . Teachers and Teaching: theory and practice , 13 (2) : 145 – 164 .
  • Ohlsson , J. , ed. 2004 . Arbetslag och lärande. Lärares organiserande av samarbete i organisationspedagogisk belysning [Teacher team and learning. Teachers' organisation of collaboration in an organizational‐pedagogical perspective] , Stockholm : Studentlitteratur .
  • Pounder , D.G. 1999 . Teacher teams: Exploring job characteristics and work‐related outcomes of work group enhancement . Educational Administration Quarterly , 5 (3) : 317 – 348 .
  • Raeithel , A. 1983 . Tätigkeit, Arbeit und Praxis: Grundbegriffe für eine praktische Psychologie [Activity, work and practice: Basic ideas for a practical psychology] , Frankfurt am Main : Campus .
  • Roth , W.M. and Tobin , K. 2005 . Teaching together, learning together , New York : Peter Lang .
  • Salomon , G. and Perkins , D.N. 1998 . Individual and social aspects of learning . Review of Educational Research , 23 (1) : 1 – 24 .
  • Schoenfeld , A.H. 2004 . Multiple learning communities: Students, teachers, instructional designers, and researchers . Journal of Curriculum Studies , 36 (2) : 237 – 255 .
  • Scribner , J.P. , Sawyer , R.K. , Watson , S.T. and Myers , V.L. 2007 . Teacher teams and distributed leadership: A study of group discourse and collaboration . Educational Administration Quarterly , 43 (19) : 67 – 100 .
  • Senge , P. , Cambon‐McCabe , N. , Lucas , T. , Smith , B. , Dutton , J. and Kleiner , A. 2000 . Schools that learn. A fifth dimension fieldbook for educators, parents, and everyone who cares about education , London : Nicholas Breadley .
  • Shulman , L.S. and Sherin , M.G. 2004 . Fostering communities of teachers as learners: Disciplinary perspectives . Journal of Curriculum Studies , 36 (2) : 135 – 140 .
  • Shulman , L.S. and Shulman , J.H. 2004 . How and what teachers learn: A shifting perspective . Journal of Curriculum Studies , 36 (2) : 257 – 271 .
  • Stetsenko , A. 2005 . Activity as object‐related: Resolving the dichotomy of individual and collective planes of activity . Mind, Culture and Activity , 12 : 70 – 88 .
  • Supovitz , J.A. 2002 . Developing communities of instructional practice . Teachers College Record , 104 (8) : 1591 – 1626 .
  • Talbert , J.E. and McLaughlin , M.W. 2002 . Professional communities and the artisan model of teaching . Teacher and Teaching: theory and practice , 8 (3/4) : 325 – 343 .
  • Tillema , H. and van der Westhuizen , G.J. 2006 . Knowledge construction in collaborative enquiry among teachers . Teachers and Teaching: theory and practice , 12 (1) : 51 – 67 .
  • Visscher , A.J. and Witziers , B. 2004 . Subject departments as professional communities? . British Educational Research Journal , 30 (6) : 785 – 800 .
  • Wagner , T. 2000 . How schools change: Lessons from three communities , New York : RoutledgeFalmer .
  • Wenger , E. , McDermott , R. and Snyder , W.M. 2002 . Cultivating communities of practice , Boston, MA : Harvard Business School Press .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.