Search results for: Group dynamics
Page 2/2 18 items
Challenges of Critical Colleagueship: Examining and Reflecting on Mathematics Teacher Study Group Interactions
The current paper examines mathematics teacher collegiality. The article focuses on both the ways in which teachers interacted as critical colleagues in a long-term professional development project and the evolving role of the teacher–educator–researcher as the facilitator of this project. The authors examine how a study group of middle-grades mathematics teacher–researchers took a more critical stance toward their own teaching practice and that of their colleagues.
Updated: May. 26, 2011
The present case study investigates the experiences of three novice teachers engaged with more experienced teachers in a teacher study group during their first year of teaching. The study emphasizes the importance of legitimacy and peripherality provided by the more experienced teachers.
Updated: Apr. 26, 2011
The authors are three professors whose interests in collaborative self-study processes have led them to a shared research project investigating their collective experiences. The authors' aim is to identify practical implications of the tensions that emerged from collaborative group study. The findings suggest that groups engaged in collaborative self-study have to be both open and closed. Negotiating the tensions of these apparent opposites locally and within the field may have a large impact on what self-study will become.
Updated: Feb. 21, 2011
In this article, the author uses positioning theory to better understand the complexity of teacher learning about culture in the company of diverse colleagues. Analysis of a yearlong dialogic professional development experience among high school English teachers revealed that although an African American male's storyline informed the group of otherwise white teachers, his position as cultural “expert” limited his and his colleagues ability to reposition themselves.
Updated: Dec. 09, 2009
This article explores the sacred space of teaching and learning by examining a five-year personal inquiry into the study and practice of teaching leadership. The article explains a parallel process which describes students' learning and the author's own learning and development as a teacher, scholar, and university leader as a result of working together in experiential undergraduate leadership classes.
Updated: Dec. 08, 2009
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.
Updated: Apr. 27, 2009
The article is driven by a simple question: what type of collective space is a classroom and how can it be imagined differently? Drawing on the social topography provided by Hardt and Negri, the author suggests that schools have traditionally worked to produce either (a) a people; (b) a crowd; or (c) the masses. The problem with these forms of social collectivity is that they each tend to limit radical movements for democracy.
Updated: Mar. 02, 2009
The Early Childhood Professional Mentoring Group (ECPMG) was established to develop a forum of support for recent graduates of the authors' university's Masters programs in Early Childhood and Early Childhood Special Education. Moreover, this group was established to create a process for exploring and evaluating the ways that the university's programs are preparing professionals for practice. In order to gain insight into the process and the value of the group, throughout its 1st full academic year, the authors, as cofacilitators, conducted a 45-minute debriefing session after each monthly meeting. During these sessions, the authors reflected on the group's dynamics, topics or themes presented, and their own ways of participating, collaborating, and making meaning of the experience.
Updated: Feb. 12, 2009