Show simple item record

dc.contributor.authorMain, Katherine
dc.date.accessioned2017-05-03T14:05:49Z
dc.date.available2017-05-03T14:05:49Z
dc.date.issued2007
dc.date.modified2008-05-07T09:11:32Z
dc.identifier.issn14452928
dc.identifier.urihttp://hdl.handle.net/10072/18460
dc.description.abstractTeaming has been touted as the keystone of middle years' education (Clark, 1997) and is a non-negotiable part of middle school teaching. Teachers working in a middle school environment are organised into small teaching teams that plan and teach together. Middle schooling practice, however, demands some reshaping of complex and multiple relationships among teachers. This reshaping included collaborative planning, teaching, assessing and reporting within teaching teams, together with developing closer relationships with students, administrative staff, parents and the wider community. These tasks require teachers to negotiate a new complex web of interrelationships. As newly formed teams evolve and work to complete these new tasks and negotiate these relationships, they move through definite and very different stages of a 'life cycle. Tuckman (1965) identified four stages in the develoment or life cycle of groups (i.e., forming, norming, storming, and performing). The most critical of thes stages to the team's progess, effectiveness and sustainability is the 'storming' or conflict stage. This paper reports conflict observed in a study that investigated collaborative practices in middle school teaching teams in Queensland. The results revealed several aspects of working in teams that techers found challenging. Specifically, teachers generally demonstrated limited and ineffective means of dealing with conflict, which, in most instances, caused team development to stagnate or regress.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherMiddle Years of Schooling Association
dc.publisher.placeToowong, Brisbane
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom12
dc.relation.ispartofpageto16
dc.relation.ispartofissue1
dc.relation.ispartofjournalAustralian Journal of Middle schooling
dc.relation.ispartofvolume7
dc.rights.retentionY
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.titleConflict in middle school teaching teams: Friend or foe?
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.date.issued2007
gro.hasfulltextNo Full Text
gro.griffith.authorMain, Katherine M.


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record