Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2696
Title: Tension resolution as pattern for practice transformation in interdisciplinary teamwork in professional development
Authors: Sins, Patrick
Issue Date: Jun-2010
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Sins, P. (2010). Tension resolution as pattern for practice transformation in interdisciplinary teamwork in professional development. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 372-379). Chicago IL: International Society of the Learning Sciences.
Abstract: A central interest in developing professionalism resides in the potential for professionals to learn from and with one another in ways that support transformations of their knowledge practices. However, negotiation between multiple perspectives, interests, practices and traditions intertwines cognitive-epistemic with socio-relational and affective aspects, which may lead to tension and conflict. While tension can disable learning, this paper argues that identifying these tensions should be viewed as a significant source for change and development. The paper reports on a teacher-researcher collaboration at a secondary school which focuses on the co-design of a learning module. It is shown that the identification of tensions during meetings helped participants to focus their efforts on the root causes of problems, which led to a reconceptualisation of the current work practices. This subsequently helped team members to deviate from established norms and improve their practices.
URI: https://doi.dx.org/10.22318/icls2010.1.372
https://repository.isls.org//handle/1/2696
Appears in Collections:ICLS 2010

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