Team learning is important for effective teamwork. However, it is not unusual that teachers in staff or project meetings are not searching for common ground and maintain their individual, instead of a collective, perspective. Team meetings are therefore often suboptimal, as team learning opportunities are being missed, which can hamper the quality of educational innovation and teaching quality improvement. Research of Hildert Zoethout et al, based on in-depth analysis of video-recorded deliberations of meetings of three teacher teams, has shown that team learning depends on using team member’s reasoning together. Without such transactivity of team reasoning the learning potential of the team is hampered, which may have effects on the quality of educational programs and related teaching and learning.
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