1 Research Programme on Professional Development and Leadership, Danish School of Education, Aarhus University, Aarhus University2 Department of Education, Danish School of Education, Aarhus University, Aarhus University3 Forskningsenheden om Relationsprofessioner, Danish School of Education, Aarhus University, Aarhus University4 Forskningsprogrammet EPOKE (Education Policy and Organization in the Knowledge Economy), Danish School of Education, Aarhus University, Aarhus University5 Department of Education - Education, Danish School of Education, Arts, Aarhus University6 Danish School of Education, Arts, Aarhus University7 Danish School of Education, Arts, Aarhus University
two logics in educational teamwork
This article deals with teamwork as one of the social technologies that, also within the teaching sector, currently contributes to changing employee understanding of their work life, in this case that of teachers. Based on empirical studies done on vocational colleges, teamwork is contrasted to what the authors call collegial co-operation, which comprises social and solidarity relations that in a variety of ways and to different degrees have always existed among colleagues. By examining the structure of teamwork and collegial co-operation, their social aspects and values as well as their view of knowledge, the authors attempt to discover what factors are actually at play when a school introduces teamwork among teachers. The two co-operation logics appear to make use, for example, of two different types of democratic approaches that in turn influence the democratic domain in which students learn.
Nordisk Pedagogik, 2009, Vol 29, Issue 1, p. 120-137
teamwork; Kollegialitet; samarbejde blandt lærere; demokratisyn; Colleaguallity; collaboration between teachers; understandings of democracy