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Collaboration and Agency in Teaching for Inclusion and Diversity

Table 3: Constructing the meaning of collaboration in deliberate, dialogic reflection on co-teaching

Excerpt from conversational data Coding
“T1: We should think of an activity you lead and we focus on these four, but we’re not giving them leading roles.T2: In general, when you’re doing this kind of activity, other kids night catches your eye tooT1: In history, we haven’t done group work because there is no timeT2: Yeah, I knowT1: But in other disciplines, they don’t eitherT2: Well, not group work then...it doesn’t necessarily have to be group workT1: Group work matters a lot! It really matters! There is a certain freedom, the kids talk to each other, it matters...but they don’t do it in these classes there isn’t enough timeT2: In one hour per week.T1: No, it cannot be done. And look how hard it is for them to help each other with the chairs, and...T2: No, they are too young to ask efficiency now” REQ, S2, DLBUI, S2, TR2, ILREA, TR2, ILSUP, TR1BUI, TR2, DLCHA, DLCHA, S2, ILBUIBUI, REA, S2, DLBUI, REA, S2, IL
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