Journal Articles

Using Transactivity to Understand Emergence of Team Learning

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Team learning is a recurrent topic in research on effective teamwork. However, research about the fact that team learning processes emerge from conversations and the different forms this emergence can take is limited. The aim of this study is to determine whether the extent to which team members act on each other’s reasoning (transactivity) can be used to understand how team learning processes emerge. Research on teacher teams was used as the case study: Video recordings of three different teacher teams were used as primary data, and the data were analyzed using qualitative interaction analysis. The analysis shows that the content of team learning processes changes when team members act more closely on each other’s reasoning. In particular, team learning processes related to the storage and retrieval of information took place only in sequences in which team members acted closely on each other’s reasoning.

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Detail Information

Series Title

Small Group Research

Call Number

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Publisher

Thousand Oaks, CA : Sage Publications., 2017

Collation

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Language

English

ISBN/ISSN

10464964

Classification

NONE

Content Type

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Media Type

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Carrier Type

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Edition

Volume 48, Issue 2, April 2017; pp. 190–214

Subject(s)

qualitative research
Interaction analysis
Team learning
teacher teams

Specific Detail Info

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Statement of Responsibility

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