Helping Teacher Leadership Teams: Enhancing Teaming by Focusing Knowledge Integration

Autor/inn/en	Choi, Hyunjin; Drago-Severson, Eleanor
Titel	Helping Teacher Leadership Teams: Enhancing Teaming by Focusing Knowledge Integration
Quelle	In: European Journal of Educational Management, 6 (2023) 2, S.69-82 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Choi, Hyunjin) ORCID (Drago-Severson, Eleanor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Leadership; Teamwork; Teacher Collaboration; Urban Schools; Student Diversity; Cognitive Structures; Communities of Practice; Faculty Development; Cultural Influences; New York (New York) + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Lehrerkooperation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Cognitive structure; Kognitive Struktur; Community; Cultural influence; Kultureinfluss
Abstract	Teacher Leadership Teams (TLTs) are cross-functional teams, and thus knowledge integration is central to their teaming. Importantly, the existing literature maintains that cross-functional teams apply the traverse or transcend approach differently to integrate divergent knowledge, but few studies have directly focused on it within the context of TLTs. Studies on leadership teams in schools have highlighted political and/or cultural perspectives and mainly stressed team/organizational conditions that might influence the TLT process of using two knowledge integration approaches. Therefore, our research analyzed how one TLT employed two knowledge integration approaches in consideration of team/organizational conditions. More specifically, we conducted qualitative research using the Cultural-Historical Activity Theory as an analytic lens. We identified that the TLT used traverse, transcend, and mixed approaches, and that its context influenced the team's hybrid use by determining when the team utilized each approach. We believe that our findings contribute to revealing TLTs' actual knowledge integration process by empirically examining one TLT's use of knowledge integration approaches. Our findings also contribute to developing a more comprehensive framework to understand TLT knowledge integration by addressing existing research from political and cultural perspectives and suggesting further areas of focus (i.e., functional conditions) for future research. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eujem.com; Web site: https://www.eujem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01