Search results for: Havnes Anton

This study investigates the internal structure, social meaning and potential resources for learning and development inherent in the planning and coordination of work in Interdisciplinary Teacher Teams (ITT) meetings. The focus of this study is on what teachers say in teams. Team-talk in two ITTs in two different lower secondary schools in Norway has been videotaped and analyzed. The study illustrates patterns in team-talk and conceptualizes the processes of decision-making that take place in these ITTs. It also identifies resources for learning and development inherent in certain forms of interaction.