School-based teacher collaboration in Sweden and Greece: Formal cooperation, deprivatized practices and personalized interaction in primary and lower secondary schools

Teachers and Teaching: Theory and Practice

Volumn 15, Issue 1, 2009, Pages 131-154

  Kougioumtzis, Konstantin ^a   Patriksson, Goran ^a  

^a UNIVERSITY OF GOTHENBURG   (Sweden)

Author keywords

Comparative pedagogy; Learning communities; Professional growth; School based teacher collaboration

Indexed keywords

EID: 62649087507     PISSN: 13540602     EISSN: None     Source Type: Journal    
DOI: 10.1080/13540600802661352     Document Type: Article

References (58)

1. Aili, C., & Brante, G. (2007). Qualifying teacher work: Everyday work as basis for the autonomy of the teaching profession. Teachers and Teaching: theory and practice, 13(3), 287-306.
2. Allen, N., & Hecht, T. (2004). The 'romance of teams': Towards an understanding of its psychological underpinnings and implications. Journal of Occupational and Organizational Psychology, 77(4), 439-461.
3. Annerstedt, C. (2005). Physical education and health in Sweden. In: M. Gerber & U. Pühse (Eds.), International comparisons of physical education (pp. 604-629). Aachen: Meyer & Meyer.
4. Arbuckle, L., & Wothke, W. (1999). Amos 4.0 user's guide. Chicago, IL: SmallWaters.
5. Barott, J., & Raybould, R. (1998). Changing schools into collaborative organizations. In: D.G. Pounder (Ed.), Restructuring schools for collaboration: Promises and pitfalls (pp. 27-42). Albany, NY: State University of New York Press.
6. Bernstein, B. (1981). On the classification and framing of educational knowledge. In: M.F.D. Young (Ed.), Knowledge and control: New directions in the sociology of education (pp. 47-69). London: Collier.
7. Bernstein, B. (1990). Class, codes and control: The structuring of pedagogic discourse. London/New York: Routledge.
8. Bernstein, B. (2000). Class, codes and control: Pedagogy, symbolic control and identity: Theory, research, critique. Lanham, MD: Rowman & Littlefield.
9. Bezzina, C., & Testa, S. (2005). Establishing schools as professional learning communities: Perspectives from Malta. European Journal of Teacher Education, 28(2), 141-150.
10. Broadfoot, P. (1999). Not so much a context, more a way of life? Comparative education in the 1990s. In: R. Alexander, P. Broadfoot, & D. Phillips (Eds.), Learning from comparing: Contexts, classrooms and outcomes (pp. 21-31). Oxford: Symposium.
11. Broadhead, P. (2001). Curriculum change in Norway: Thematic approaches, active learning and pupil cooperation - from curriculum design to classroom implementation. Scandinavian Journal of Educational Research, 45(1), 19-36.
12. Brook, L., Sawyer, E., & Rimm-Kaufman, S. (2007). Teacher collaboration in the context of the responsive classroom approach. Teachers and Teaching: theory and practice, 13(3), 211-245.
13. Bryk, A., Camburn, E., & Louis Seashore, K. (1999). Professional community in Chicago elementary schools: Facilitating factors and organizational consequences. Educational Administration Quarterly, 35(5), 751-781.
14. Byrne, B. (2001). Structural equation modeling with Amos: Basic concepts, applications and programming. Mahwah, NJ: Erlbaum.
15. Cavanaugh, R., & Dellar, G. (1997, March). Towards a model of school culture. Paper presented at the AERA Annual Meeting, Chicago, IL, 24-28.
16. Chabbott, C., & Elliott, E. (2003). Understanding others, educating ourselves: Getting more from, comparative studies in education. Washington, DC: National Academic Press.
17. CoEC. (2004). Progress towards the common objectives in education and training: Indicators and benchmarks. Brussels: European Council.
18. CoEU. (2001). The concrete future objectives of education and training systems. Brussels: European Council.
19. Cordingley, P., Bell, M., Rundell, B., & Evans, D. (2003). The impact of collaborative CPD on classroom teaching and learning. Nottingham: National College for School Leadership.
20. Cordingley, P., & Temperlay, J. (2006). Leading continuing professional development in school networks: Adding value, security impact. Nottingham: National College for School Leadership.
21. Dale, R. (1997). The state and the governance of education: An analysis of the restructuring of the state-education relationship. In: A. Halsey, H. Lauder, P. Brown, & A. Stuart Wells (Eds.), Education: Culture, economy, society (pp. 273-282). Oxford: Oxford University Press.
22. Darling-Hammond, L. (2005). Teaching as a profession: Lessons in teacher preparation and professional development. Phi Delta Kappan, 87(3), 237-240.
23. Darling-Hammond, L., & MacLaughlin, M. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-605.
24. Furman-Brown, G. (1999). Editor's foreword. Educational Administration Quarterly, 35(1), 6-12.
25. Geijsel, F., Van den Berg, R., & Sleegers, P. (1999). The innovative capacity of schools in primary education: A qualitative study. International Journal of Qualitative Studies in Education, 12(2), 175-191.
26. Giddens, A. (1991). Modernity and. self-identity: Self and society in the late modern age. Cambridge: Polity.
27. Hargreaves, A. (1994). Changing teachers, changing time: Teachers' work and culture in the postmodern age. London: Cassell.
28. Hargreaves, A. (1997). Restructuring restructuring: Postmodernity and the prospects for educational change. In: A.H. Halsey, H. Lauder, P. Brown, & A. Stuart Wells (Eds.), Education: Culture, economy, and society (pp. 338-353). Oxford: Oxford University Press.
29. Hargreaves, A. (1999). Schooling in the new millennium: Educational research for the post-modern age. Discourse: Studies in the Cultural Politics of Education, 20(3), 333-355.
30. Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching: theory and practice, 6(2), 151-182.
31. Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. Philadelphia, PA: Open University Press.
32. Hargreaves, L., Cunningham, M., Everton, T., Hansen, Á., Hopper, B., McIntyre, D., et al. (2006). The status of teachers and the teaching profession: Views from inside and outside the profession. London: University of Cambridge/University of Leicester.
33. Hindin, Á., Morocco, C., Mott, E., & Aguilar, C. (2007). More that just a group: Teacher collaboration and learning in the workplace. Teachers and Teaching: theory and practice, 13(4), 349-376.
34. Hord, S. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Laboratory.
35. Hord, S. (2000). Professional learning communities: An ongoing exploration. Austin, TX: Southwest Educational Development Laboratory.
36. Judge, H. (2000). Comparing education professionals: An introductory assay. In: R. Alexander, M. Osborn, & D. Phillips (Eds.), Learning from comparing: Policy, professionals and development (pp. 151-160). Oxford: Symposium.
37. Kougioumtzis, K. (2006). Lärarkulturer och Professionskoder. En comparative Studie av idrottslärare i Sverige och Grekland [Teacher cultures and professional codes: A comparative study of physical education teachers in Sweden and Greece]. Gothenburg: ACTA.
38. Lavié, J. (2006). Academic discourses on school-based teacher collaboration: Revisiting the arguments. Educational Administration Quarterly, 42(5), 773-805.
39. Lindensjö, B., & Lundgren, Ulf. P. (2000). Utbildningsreformer och politisk styrning [Educational reforms and political steering]. Stockholm: HLS.
40. Matsaggouras, I. (2002). Diepistimonikotita, diathematikotita kai eniaiopoiisi sta nea Programmata Spoudo: Tropoi organosis tis sholikis gnosis [Inter-disciplinarity cross-thematic integration and the new Syllabus: Structuring educational knowledge]. Epitheorisi Ekpaid-eftikon thematon, 7, 19-36.
41. Meirink, J., Meijer, P., & Verloop, N. (2007). A closer look at teachers' individual learning in collaborative setting. Teachers and Teaching: theory and practice, 13(2), 145-164.
42. Morais, A., & Neves, I. (2001). Pedagogic social contexts: Studies for a sociology of learning. In A. Morais, I. Neves, B. Davies, & H. Daniels (Eds.), Towards a sociology of pedagogy: The contribution of Basil Bernstein to Research (pp. 185-221). New York: Peter Lang.
43. Newmann, F., King, B., & Youngs, P. (2000). Professional development that addresses school capacity: Lessons from urban elementary schools. American Journal of Education, 108(4), 259-299.
44. OECD (Organisation for Economic Co-operation and Development). (2001). What schools for the Future? Paris: OECD.
45. OECD (Organisation for Economic Co-operation and Development). (2002). Education at a glance: OECD indicators 2002. Paris: OECD.
46. Osborn, M. (2000). Introduction: Education professionals compared. In: R. Alexander, M. Osborn, & D. Phillips (Eds.), Learning from comparing: Policy, professionals and development (pp. 145-149). Oxford: Symposium.
47. Phillips, D. (1999). On comparing. In: R. Alexander, P. Broadfoot, & D. Phillips (Eds.), Learning from comparing: Contexts, classrooms and outcomes (pp. 15-20). Oxford: Symposium.
48. Reeves, J. (2007). Inventing the chartered teacher. British Journal of Educational Studies, 55(1), 56-76.
49. Regeringskansliet. (2003) Attracting, developing and retaining effective teachers. Stockholm: Regeringskansliet.
50. Sadovnic, A., Cookson, P., & Semel, S. (2006). Exploring education: An introduction to the foundations of education. Boston, MA: Pearson.
51. Schriewer, J. (1999). Coping with complexity in comparative methodology: Issues of social causation and processes of macro-historical globalization. In: R. Alexander, P. Broadfoot, & D. Phillips (Eds.), Learning from comparing: Contexts, classrooms and outcomes (pp. 33-72). Oxford: Symposium.
52. Smyth, J. (2001). Critical politics of teachers' work: An Australian perspective. New York: Peter Lang.
53. Stoll, L., Bolam, R., McMahon, Á., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258.
54. Stylianidou, F., Bagakis, G., & Stamovlasis, D. (2004). Attracting, developing and retaining effective teacher. Athens, GA: Education Research Centre.
55. Vescio, V., Ross, D., & Adams, A. (2008). A review on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.
56. Wallace, J., & Louden, W. (2000). Teachers' learning. Stories of science education. Hingham, MA: Kluwer Academic.
57. Wiggins, K., & Damone, S. (2006). 'Survivors' or 'friends'? A framework for assessing effective collaboration. Teaching Exceptional Children, 38(5), 49-56.
58. Whitty, G. (1997). Marketization, the state, and the reformation of the teaching profession. In: A. Halsey, H. Lauder, P. Brown, & A. Stuart Wells (Eds.), Education: Culture, economy, society (pp. 299-310). Oxford: Oxford University Press.