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ERIC Number: EJ832652
Record Type: Journal
Publication Date: 2009-Mar
Pages: 10
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: ISSN-1476-7333
Opportunities and Limitations for Learning within Teachers' Collaboration in Teams: Perspectives from Action Learning
Plauborg, Helle
Action Learning: Research and Practice, v6 n1 p25-34 Mar 2009
Researchers posit that teachers' teaching and learning are improved by teachers' collective efforts to examine and reflect on practice. Yet the questions of what and how teachers learn when collaborating with colleagues remain unanswered: What kinds of knowledge and skills do teachers acquire in conjunction with their collaboration? What brings about teachers' learning when they collaborate in teams? And how does their learning affect their practice? In this paper I will examine to what extent action learning can contribute to answering these questions from a Danish perspective. I begin the paper by presenting action learning, which formed the framework for the teacher team collaboration that provides the empirical fundament of this paper, and by discussing my roles as consultant and researcher. Thereafter, first the possibilities, then the limitations of teachers' collaboration in teams for learning are discussed. Finally, several methodological dilemmas are considered and the paper's conclusions are presented. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Denmark