Effective Middle School Teacher Teams: A Ternary Model of Interdependency Rather than a Catch Phrase

Autor/in	Main, Katherine
Titel	Effective Middle School Teacher Teams: A Ternary Model of Interdependency Rather than a Catch Phrase
Quelle	In: Teachers and Teaching: Theory and Practice, 18 (2012) 1, S.75-88 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
Schlagwörter	School Restructuring; Middle Schools; Educational Philosophy; Interviews; Educational Change; Foreign Countries; Teaching Methods; Teamwork; Team Teaching; Teaching Skills; Teaching Experience; Participant Observation; Teacher Attitudes; Change Strategies; Instructional Innovation; Middle School Teachers; Educational Practices; Performance Factors; Semi Structured Interviews; Social Psychology; Group Dynamics; Australia + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Middle school; Mittelschule; Mittelstufenschule; Bildungsphilosophie; Erziehungsphilosophie; Interviewing; Interviewtechnik; Bildungsreform; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Teamteaching; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teilnehmende Beobachtung; Lehrerverhalten; Lösungsstrategie; Educational Innovation; Bildungsinnovation; Middle schools; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Leistungsindikator; Sozialpsychologie; Gruppendynamik; Australien
Abstract	The introduction of middle schooling in Australia has brought about changes to the working conditions of many teachers including finding themselves in teacher teams. The formation of such teams has been identified as critical to Australian middle school reform with teacher teams underpinning several of the fundamental components of a middle school philosophy. For teachers, however, changing their previous practice is a challenging task. Imposed changes often demand new knowledge and skills that teachers are unlikely to have met in their own education or developed in their preceding classroom work. However, changes in teaching practices must be complemented by changes at the school level. That is, individual learning must be supported by concurrent organisational learning. Using structured interviews and participant as observer field notes, this study focused on identifying factors at individual, team and school levels that could enable or hinder the successful implementation of teaching teams. At an individual level, we found that it took time for teachers to learn and perfect the necessary new forms of instruction. At a team level, team processes were shown to need administrative support (i.e. resources both human and physical), and at a school level, the norms and customs that shape a school's culture were shown to either promote or frustrate teaming practices. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10