NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1107619
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0965-0792
Zooming in on the Partnership of a Successful Teaching Team: Examining Cooperation, Action and Recognition
Henning Loeb, Ingrid
Educational Action Research, v24 n3 p387-403 2016
This article investigates the cooperation of a teaching team in Swedish upper secondary education over a period of five years. The data collection builds on field studies and partly on a collaborative research approach. Three areas of cooperation have been identified: collaboration among the staff; interactions between the staff and the students; and the partnership between the staff and other stakeholders/local workplaces/institutions. The cooperation has been analysed with concepts from different practice theories and from Honneth's theory of recognition. The results illustrate: the importance of different kinds of connections of actions for sustainable cooperation and partnership that are socially based and flexible actions as well as action based on rigorous routines; the importance of objects and inscriptions for durable social connections; and how recognition is present and manifested in all successful areas of cooperation. Recognition is not only essential for building and maintaining prosperous "external" partnerships. The results and analysis show how recognition is also a key to durable forms of staff collaboration and for student school connectedness.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A