Table 1
Overview of the main themes and subthemes-related to the individual, team and organisation-representing the factors that enable and inhibit team learning by teams with teachers from different disciplines
|
Themes and subthemes |
Enabling |
Inhibiting |
|---|---|---|
|
Alignment/misalignment with educational philosophy | ||
|
Individual: attributes |
Respect and appreciation for other disciplines, curiosity, being change-oriented, student-centred education mindset |
Little appreciation for other disciplines, little experience in education, preaching to the converted, showing self-assertion, no student-centred mindset |
|
Individual: tendencies |
Ability to listen, to think outside the limits of disciplines and to work together in a creative and constructive way |
Being stuck in routines, being inflexible |
|
Individual: motivation |
Motivated mainly to be involved in education and challenge oneself. Course content should be in line with members’ own background |
Motivated merely to comply with boss’s demands, create visibility for own department, and have educational roles on CV |
|
Leadership practices | ||
|
Team: vision |
Shared team vision, sense of team identity, shared responsibility and commitment |
Lack of shared course vision, lack of clear team task |
|
Team: responsibility |
Shared team leadership with shared responsibility and decision-making |
Leader feeling individually responsible and making decisions alone |
|
Team: reflection |
Sharing of reflections on team functioning and acting upon reflections |
No discussions on team functioning |
|
Involvement in organisational processes | ||
|
Organisation: decision-making |
Offering possibilities for involvement in change and choices in curriculum development. Having a say in the selection of team members |
No sharing of or feedback on political or financial choices regarding education. No say in the composition of the team |
|
Organisation: support |
Help from peers, educational support staff and departments in educational tasks and functioning in education through interaction |
No experience and knowledge to reach out for suitable educational support, dialogues and discussions |
|
Organisation: learning |
Opportunities to learn from others how to ‘do and think’ education in the organisation to create both team learning opportunities and a sustainable workforce |
No sense of a sustainable workforce for teacher teams. No opportunities to learn from others |