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Team teaching in large spaces: three case studies framed by relational agency

Prain, V, Emery, S ORCID: 0000-0003-2949-2793, Thomas, DP ORCID: 0000-0001-6400-6901, Lovejoy, V, Farrelly, C, Baxter, L, Blake, D, Deed, C, Edwards, M-C, Fingland, D, Mooney, A, Muir, T ORCID: 0000-0001-6305-0679, Swabey, K ORCID: 0000-0001-6749-9158, Tytler, R, Workman, E, Daniel-Zitzlaff, T and Henriksen, J 2021 , 'Team teaching in large spaces: three case studies framed by relational agency' , Teaching Education , pp. 1-15 , doi: 10.1080/10476210.2020.1868423.

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Despite many claimed benefits, teacher collaboration remains patchy, under-theorised, and resisted. At the same time, new large teaching spaces offer teachers opportunities to teach in teams within and across school subjects to enhance teacher and student learning. In this paper we aim to contribute to theorising the nature and means of this form of collaboration, drawing on both relevant literature and analyses of three case studies of team teaching. We found that team teaching (a) is enabled and constrained by multiple contextual factors, and (b) potentially changes and enhances the nature and scope of teacher professional learning.

Item Type: Article
Authors/Creators:Prain, V and Emery, S and Thomas, DP and Lovejoy, V and Farrelly, C and Baxter, L and Blake, D and Deed, C and Edwards, M-C and Fingland, D and Mooney, A and Muir, T and Swabey, K and Tytler, R and Workman, E and Daniel-Zitzlaff, T and Henriksen, J
Keywords: teacher collaboration, teacher team teaching
Journal or Publication Title: Teaching Education
Publisher: Routledge Taylor & Francis Ltd
ISSN: 1047-6210
DOI / ID Number: 10.1080/10476210.2020.1868423
Copyright Information:

Copyright 2020 Informa UK Limited, trading as Taylor & Francis Group

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