Over the course of an academic year, we collaborated to adopt a new instructional design for teams in our classes. We recount the story of our collaboration, outlining our process of inquiry, reflection, and support. Our simple search for better techniques shifted as our colleagues helped us reveal hidden assumptions about our roles as teachers. Our critical reflection allowed us to increase our self-awareness, specifically considering the following: how power influences our classroom interactions, how we contribute to and reinforce elements of the system that are not in our best interest, and the evolving stages of our own development as teachers. We believe our lessons will resonate with other teachers engaged in the challenges and rewards of self-development efforts.
Leigh, Jennifer SA; Beatty, Joy E.; and Szwed, Paul S.
"Team on teams: a collaborative inquiry,"
Organization Management Journal: Vol. 5:
4, Article 4.
Available at: https://scholarship.shu.edu/omj/vol5/iss4/4