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

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 has focused only on a unidimensional 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.