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ERIC Number: ED434092
Record Type: Non-Journal
Publication Date: 1999
Pages: 257
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-951-45-8652-2
ISSN: ISSN-0359-5749
Teams as Breakers of Traditional Work Practices. A Longitudinal Study of Planning and Implementing Curriculum Units in Elementary School Teacher Teams. Research Bulletin 100.
Karkkainen, Merja
This longitudinal study analyzed planning processes in teachers' collaborative curriculum-making, working with two teacher teams in a Finnish elementary school and one American team. Data from discourses, interviews, and observations addressed: differences and similarities in the planning processes involved in curriculum making; changes in the contents of planning discourse as the organization of teachers' collaboration changed; collaborative learning of teacher teams; and preconditions for the teams to make network contacts. This paper discusses the following topics: a comparative analysis of planning trajectories in Finnish and American teacher teams; social languages and change in the organization of teachers' collaboration; object formation and turning points (collaborative learning in teacher teams); and teams as network builders (analyzing the use of network contacts). The study showed that talk is the most fluid instrument of collaboration, and, thus, particularly sensitive to change in the organization. Two appendixes present data on the frequency of types of turn-taking in Finnish and American teacher teams and relative frequencies of moods of the Finnish and American teacher team discourse. (Contains approximately 220 references and over 40 tables and figures.) (SM)
University of Helsinki (00014), Department of Education, P.O. Box 39 (Bulevardi 18), Helsinki, Finland.
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Helsinki Univ. (Finland). Dept. of Education.
Identifiers - Location: Finland