Search results1 – 4 of 4
While the benefits of teacher collaboration are well documented, less is known about how emotions intersect with teachers’ collective work. Educational change is an…
While the benefits of teacher collaboration are well documented, less is known about how emotions intersect with teachers’ collective work. Educational change is an emotional process, as reform efforts often involve shifts in teachers’ daily routines and professional identities. To better understand these complexities, the purpose of this paper is to investigate the emotional dimensions of teachers’ collaborative efforts to improve instruction.
Drawing on qualitative data, this longitudinal case study of one teacher team explores how teacher collaboration for instructional improvement intersects with emotional geographies. Data analyzed include three years of meeting observations and annual interviews with teachers and school leaders.
An analysis of data reveals how emotions both shaped and were shaped by teachers’ collaboration experiences. Varying beliefs about practice, expectations about collective work and identity (in this case, gender) impacted collaboration and subsequently opportunities for instructional improvement.
This study demonstrates how attending to the emotional aspects of teacher collaboration could serve as an effective strategy for bolstering capacity-building efforts. Findings highlight the interplay between emotional geographies, suggesting that common ground across one geography could potentially be built upon to close gaps across others.
This study provides a unique longitudinal exploration of the emotional dimensions of teachers’ collective work. The study also contributes to new knowledge about the ways in which teachers’ emotions and collaborative experiences intersect, including the interplay between emotional geographies.
How teachers collectively address conflicting beliefs about reforms and come to privilege some over others is critically important in understanding instructional change…
How teachers collectively address conflicting beliefs about reforms and come to privilege some over others is critically important in understanding instructional change and stability. The paper aims to discuss this issue.
Drawing on in-depth qualitative data gathered in interviews and observations of teachers’ formal collaboration time, this study focuses on teacher dialogue to examine the voicing and debate of teachers’ beliefs about reform efforts in their schools. Specifically, in two urban middle schools engaged in math instructional reforms, what are the conditions of teachers’ collaboration time that shape their dialogue about the feasibility of these reforms?
The findings reveal that the beliefs teachers voice vary widely depending on the topic of conversation. Teachers’ conversations about student achievement data and tracking elicited doubts about the possibility of instructional change, and conversations about other forms of student data and instructional strategies elicited a wider range of beliefs. Further, opportunities to meet with trusted colleagues as well as with wider groups provide teachers with different, but both useful experiences in exploring their own conflicting beliefs.
Avenues for shifting institutionalized beliefs about instruction in schools that have struggled to embrace equitable instructional practices for struggling students are discussed, along with implications for future research.
There is considerable research highlighting the characteristics of productive collaboration, but this paper provides a deeper understanding of the way teachers collectively negotiate beliefs about instructional changes in schools struggling to meet that mark.
Teachers across the globe have been called upon to employ evidence-informed practices to guide instructional decision-making. Using a social regulation/cohesion matrix and…
Teachers across the globe have been called upon to employ evidence-informed practices to guide instructional decision-making. Using a social regulation/cohesion matrix and institutional theory analytic lens can help illuminate the barriers and enablers shaping teachers' efforts to use evidence in different policy contexts. In the US, there is social cohesion with respect to public schooling as well as a high degree of regulation with respect to accountability. In this chapter, we closely examine the work of a teacher team in a California middle school that we studied for four years using case study methods. While teachers on this team shared an interest in evidence use and were open to trying research-based practices in their own classrooms, doing so consistently was challenging. The teacher team's use of evidence to inform practice was shaped by three themes. First, several capacity-building opportunities provided teachers with support for drawing on research-based practices as well as eliciting student thinking as a form of evidence on student learning. However, lack of cohesion across these opportunities functioned as a barrier to effective implementation of strategies. Finally, a strong focus on accountability ultimately constrained the team's ability to consistently use evidence to inform daily practice. Lessons for policy and practice are discussed.