| Category of constraint |
Excerpt from language data (interviews/ conversational) |
Coding – Chronotopical analysis & Positioning Theory |
Norms of practice/Motives/ Power relations mediating conceptualization of collaboration onto everyday teaching practice |
| Scheduling conflicts |
“Scheduling our time together is hard, though. The contents we can easily structure, associate, dissociate, diversify...” (Teacher) |
SC, P |
Scheduling teaching time – one teacher per year group at a time (Norm of practice) |
| Curriculum requirements/pressures |
“Let’s not forget that language is in the exams, and thus I have to go through the contents in the curriculum, thus the other specialists follow what is required in the discipline that will be in the exams” (Teacher) |
PC – IC, P |
Hierarchical positioning of different subject teachers (Power relations) |
| Appraisal mechanisms |
“…and there are the parents who want accomplishments and make comparisons between the results one or another teacher has obtained” (School manager)“There won’t be much collaboration as long as we have gradația de merit (appraisal) ” (Teacher) |
PC, BPPC |
Motives – of different categories of stakeholders in education;Engaging teachers in competitive appraisal procedures for higher payments (Norms of practice) |
| Opportunities for collaboration & professional learning |
“I did not feel at all monitored, I felt supported. This is really rare! -I like it! I’ve done it before...nice classes” (Teacher) |
|
Set of cultural expectations associated with having another teacher in the classroom (Norms of practice) |
