Time for change? The emotions of teacher collaboration and reform

Amanda Datnow

60 citations0/0 files storedJournal of Professional Capital and Community

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Teacher Education and Leadership Studies School Leadership and Teacher Performance Education and Teacher Training

Abstract

Purpose The purpose of this paper is to examine the intersection of teacher emotions, teacher collaboration and educational reform, particularly with respect to time, a key teacher resource that is often impacted in school change. Design/methodology/approach This paper draws upon data gathered in an in-depth, two-year qualitative case study of teacher teams in two US elementary schools. A total of 57 interviews and 102 hours of teacher team meeting observations were conducted across the two schools. The data analysis process involved several rounds of content coding of interview transcripts and teacher team meeting observation notes using MAXQDA software. Findings Teachers at the two schools benefitted from collaborative school structures that allowed time and space to innovate and brought joy to their professional lives. Strong professional communities served as sources of support as teachers experienced stress and frustration with reforms that created demands on their time and shifts in their teaching. Leadership played an important role in providing emotional support and autonomy to teachers, allowing teachers to flourish collectively. Originality/value This study has important implications for how researchers, policymakers and practitioners conceptualize the emotional dimension of teachers’ time in educational reform efforts. It is critical to consider whether expectations for what teachers can accomplish in collaboration are realistic in light of current working conditions. Given that emotions are at the core of teaching and the process of change, it is important to continue to explore the connections between teacher emotions and the professional capital they build in collaboration with each other.

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References

2004Case Study Research 1994Changing teachers, changing times: teachers' work and culture in the postmodern age 2007A review of research on the impact of professional learning communities on teaching practice and student learning 2006Professional Learning Communities: A Review of the Literature 2002Policy Implementation and Cognition: Reframing and Refocusing Implementation Research 2012Professional Capital: Transforming Teaching in Every School 1990The Persistence of Privacy: Autonomy and Initiative in Teachers' Professional Relations 2001Collective Sensemaking about Reading: How Teachers Mediate Reading Policy in Their Professional Communities

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