Teaming Up-Close: How Does a Teacher Team Integrate Divergent Knowledge and Perspectives Into Shared Outcomes?

• In Event: Teacher Knowledge and Workplace Learning

Abstract

Teaming is beneficial and often challenging. Scholarship emphasizes that integration of divergent knowledge and perspectives is essential to build effective teams. Yet, few empirical studies reveal what actually happens at the heart of team integration. Therefore, this research investigated how a teacher team (n=9) actually integrated divergent views and ideas into shared outcomes by using activity theory as an analytic lens, while employing conversation analysis and a grounded theory approach. Findings indicate that the teacher team integrated divergent knowledge and perspectives by balancing (a) building main idea through supportive and deconstructive discourse, and (b) refining ideas through conflictive and reflective discourse. Implications for principals and teachers contribute to building effective teacher teams, encouraging teachers with embrace different lines of diversity.

Authors

• Hyunjin Choi, Teachers College, Columbia University

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