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Team teaching in large spaces: three case studies framed by relational agency


Prain, V and Emery, S and Thomas, DP and Lovejoy, V and Farrelly, C and Baxter, L and Blake, D and Deed, C and Edwards, M-C and Fingland, D and Mooney, A and Muir, T and Swabey, K and Tytler, R and Workman, E and Daniel-Zitzlaff, T and Henriksen, J, Team teaching in large spaces: three case studies framed by relational agency, Teaching Education pp. 1-15. ISSN 1047-6210 (2021) [Refereed Article]

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DOI: doi:10.1080/10476210.2020.1868423


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.

Item Details

Item Type:Refereed Article
Keywords:teacher collaboration, teacher team teaching
Research Division:Education
Research Group:Education systems
Research Field:Teacher education and professional development of educators
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teacher and instructor development
UTAS Author:Emery, S (Dr Sherridan Emery)
UTAS Author:Thomas, DP (Dr Damon Thomas)
UTAS Author:Edwards, M-C (Mrs Marie-Christina Edwards)
UTAS Author:Muir, T (Associate Professor Tracey Muir)
UTAS Author:Swabey, K (Professor Karen Swabey)
ID Code:144092
Year Published:2021
Funding Support:Australian Research Council (LP150100558)
Web of Science® Times Cited:1
Deposited By:Education
Deposited On:2021-04-21
Last Modified:2021-06-02

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