Conceptualizing a Model for Teacher Team Learning: The Promise of Integration of Diversity of Perspectives

• In Event: Learning in the Workplace

Abstract

Many studies have emphasized that the integration of divergent perspectives is the central to teacher team learning, but it is difficult for teacher teams. This is because it is necessary to consider the multi-layers of team learning to foster the integration. However, existing research have focused only on a unidimentional aspect. Therefore, we conceptualize a comprehensive theoretical model for teacher team learning with focus on integration of perspective by incorporating multiple aspects, including (a) not only the cognitive dimension, but also the affective, relational and motivational dimensions and (b) not only a team level, but also a system (organizational) level. Implications for teacher teams include helping them to engage in more meaningful learning by considering the complexity of team learning.

Authors

• Hyunjin Choi, Teachers College, Columbia University

• Eleanor E. Drago-Severson, Teachers College, Columbia University

• Victoria J. Marsick, Teachers College, Columbia University