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dc.contributor.authorLysberg, Julie
dc.contributor.authorRusk, Fredrik Karl Henry
dc.date.accessioned2022-11-29T10:18:53Z
dc.date.available2022-11-29T10:18:53Z
dc.date.issued2022-11-24
dc.description.abstractStructured teacher collaboration has considerable potential to support teachers’ professional learning. The current article focuses on what characterises teachers’ decision-making processes during teamwork. Video recordings of teacher team meetings form the empirical basis for the research. Interaction analysis is employed to analyse under what circumstances decisions are taken and to examine how teachers make use of conceptual resources (lived and formal concepts) in decision-making processes. For teams to accept proposals for decisions, they appear to need to be justified through pedagogical concepts; that is, when lived and formal concepts are linked. This study shows how the development of teachers’ pedagogical concepts during teamwork is a collective process. The teachers also re-conceptualise and re-shape the concepts to strengthen their relevance in the context of their future work.en_US
dc.identifier.citationLysberg J, Rusk F. Teachers' decicion-making processes during situated teamwork. Education Inquiry. 2022en_US
dc.identifier.cristinIDFRIDAID 2082702
dc.identifier.doihttps://doi.org/10.1080/20004508.2022.2151719
dc.identifier.issn2000-4508
dc.identifier.urihttps://hdl.handle.net/10037/27587
dc.language.isoengen_US
dc.publisherRouteledgeen_US
dc.relation.journalEducation Inquiry
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2022 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)en_US
dc.titleTeachers' decicion-making processes during situated teamworken_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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Attribution 4.0 International (CC BY 4.0)
Med mindre det står noe annet, er denne innførselens lisens beskrevet som Attribution 4.0 International (CC BY 4.0)