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Teams are nowadays seen as the cornerstones of organizations. Previous research has shown that team reflexivity is positively related to team performance. Traditionally, team reflexivity is conceptualized as a process that occurs during transition moments, ignoring reflexive moments during teams' action phases. Moreover, most studies used self-reported questionnaires and cross-sectional designs and thus provided limited insights into how team reflexivity unfolds during both the action and transition phases of teams. In this study, we adopt a social regulation perspective to develop an analytical framework to study team reflexivity in the flow of work. The study was conducted in a software development setting and included 50 h of video recordings of different types of team meetings of six professional self-managing teams (a total of 33 team members). Using concepts from social regulation theory as developed in student learning settings as an analytical lens, an analytical framework with four components of social regulation (knowledge co-construction and regulation; regulation activities; focus of regulation, and type of interaction) was developed and applied. Outcomes show that in more than half of their conversations, the teams jointly engaged in regulation-related activities, of which most concerned planning activities and a very low occurrence of evaluation activities. Different patterns of team reflexivity were found in the action and transition phase but zooming in on the interactions also showed high interrelatedness of the different activities. The analytical framework could assist future research to further study the interaction between the different components and how they mutually relate to team performance.

In order for teams to build a shared conception of their task, team learning is crucial. Benefits of intra-team learning have been demonstrated in numerous studies. However, teams do not operate in a vacuum, and interact with their environment to execute their tasks. Our knowledge of the added value of inter-team learning (team learning with external parties) is limited. Do both types of team learning compete over limited resources, or do they form a synergistic combination? We aim to shed light on the interplay between intra- and inter-team learning in relation to team performance, by including adaptive and transformative sub-processes of intra-team learning. A quantitative field study was conducted among 108 university teacher teams. The joint influence of intra- and inter-team learning as well as structural (task interdependence) and cultural (team efficacy) team characteristics on self-perceived and externally rated team performance were explored in a path model. The results showed that adaptive intra-team learning positively influenced self-perceived team performance, while transformative intra-team learning positively influenced externally rated team performance. Moreover, intra-team and inter-team learning were found to be both a constructive and a destructive combination. Adaptive intra-team learning combined with inter-team learning led to increased team performance, while transformative intra-team learning combined with inter-team learning hurt team performance. The findings demonstrate the importance of distinguishing between both the "scope" (intra- vs. inter-team) and the "level" (adaptive vs. transformative) of team learning in understanding team performance.

Purpose: School leadership is fundamental in efforts to successfully implement school reform and improve student and teacher learning. Although there is an abundant amount of research on school leaders' formal training, assessment, and practice, little is known about their informal professional learning. In other words, how do school leaders learn at the workplace? To answer this question, we took an interactionist approach and argued that school leadership learning is based on the interplay between the school environment and the person. Specifically, we investigated the effect of school context (learning climate, social support), task (task variation), and the personal factor self-efficacy on both individual (reflection and career awareness) and social (asking for feedback and challenging groupthink) learning activities. Method: A questionnaire was administered among 1,150 school leaders in Dutch secondary education. Structural equation modeling was used to test the proposed relationships between our model variables. Findings: Self-efficacy positively predicted all four learning activities. Task variation positively predicted asking for feedback and reflection. Learning climate positively predicted asking for feedback, reflection, and career awareness. Interestingly, the effect of social support was twofold: It positively predicted social learning, but it negatively predicted individual learning. Finally, self-efficacy was an important mediator in the relationship between school context and professional learning. Conclusions: This study demonstrates how personal, task, and school context factors affect school leaders' professional learning. These insights help develop tools and conditions for leaders to reflect and discuss on their practice, and to set an example for lifelong learning in schools.

To become a lifelong learner as a teacher, student teachers already have to learn how to direct their own learning during initial teacher education programmes. Previous empirical research has shown that student teachers differ in their patterns of learning-to-teach, but few is known about the changeability of these learning patterns throughout teacher education and the role of teacher training internships in this. In this study, the changes in student teachers' patterns of learning-to-teach amongst pre-service teachers were investigated using a longitudinal design. 253 student teachers were asked to complete the 'Inventory Learning To Teach Process' questionnaire at two points during the last semester of a three-year teaching programme: immediately prior to and immediately following a long teacher training internship. The results of this study demonstrate that learning-to-teach patterns are subject to a relative degree of change. In particular, survival-oriented student teachers appear to have undergone a greater degree of change after the long teacher training internship.

Team member differences can be found in various characteristics and be seen as both perks and perils. But what makes one group focus on certain dimensions and differences' positive implications, while another collective notices other aspects and sees trouble ahead? We address this question in the context of interorganizational teams' first stages, when impressions are limited and valuations must be made promptly. Our findings from in-depth interviews offer a sensemaking perspective on perceived otherness and explicate when and why differences are interpreted as helping or hindering collaborative practices. Moreover, we illuminate how coorientation and representation dynamics shape otherness perceptions and valuations. [ABSTRACT FROM AUTHOR]

Many professional educational programs combine learning at an educational institute with learning in the workplace. The differences between these contexts, and the resulting challenges for learning, have been well-documented. However, there are few studies that explore the same students' learning in both contexts, and even fewer that compare that learning to the learning that results from an integration of learning in both contexts. In this study we investigate, in detail, the similarities and differences of students' learning activities both within and between the formal educational and workplace contexts of a professional educational program in the Netherlands. To that end, we analysed 1866 learning experiences of 148 students in a dual teacher education program. Analyses revealed that although the different contexts appear to be more conducive to certain kinds of learning activities, thereby confirming prior research, all learning activities did occur in all contexts. Our findings also confirm the value of learning that combines the educational and the workplace contexts, as this learning results in integrations of theory and practice and reflections on professional identity. Implications for dual education programs include focussing on increasing the diversity of learning activities within a single context and supporting students in learning how to learn, next to what to learn, irrespective of the context in which this learning takes place.

Communities in which professionals share and create knowledge potentially support their continued learning. To realise this potential more fully, members are required to reflect critically. For learning at work such behaviour has been described as critically reflective work behaviour, consisting of six aspects: challenging groupthink, critical opinion sharing, an openness about mistakes, asking for and giving feedback, experimentation and research utilisation. We studied whether and how these aspects can be distinguished in dialogues of seven different communities of veterinary professionals (critically reflective dialogues). Our exploration of the nature of critically reflective dialogues resulted in an analytical framework. Within each aspect four different modes of communication were identified: interactive, on an individual basis, non-reflective and restricted. We assume that professionals use learning opportunities most in the interactive mode of communication. The framework was employed to study the extent to which dialogues showed these modes of critically reflective dialogues. The results demonstrate that in these communities the modes of communication within aspects were largely non-interactive (i.e., individual, non-reflective). The developed framework discriminates between communities in terms of their critically reflective dialogues. Interventions to improve the effectiveness of learning communities should focus on enhancement of members addressing each other's reasons and reflections.

One of the tasks of postgraduate education is to develop students' conceptions and skills necessary for lifelong learning in their profession. Therefore, this study aimed at identifying students' development in self-regulated learning throughout a postgraduate teacher education programme. A longitudinal design with three measurement occasions was adopted. Student teachers' learning orientations were measured with a questionnaire and their regulation activities by means of multiple structured question logs. Longitudinal multilevel analyses showed that student teachers became more passive in their regulation throughout the programme. Furthermore, only one third of the student teachers changed in the direction of independent meaning-oriented learning. This study found little evidence that student teachers became more self-regulating throughout the postgraduate professional programme. This shows that opportunities for directing one's own learning might be a necessary but not a sufficient condition to increase students' conceptions and skills to become self-regulated lifelong learners.

This study aims to unravel the relationships between student teachers' learning patterns and how they actually learn in practice as measured during multiple concrete learning experiences. In previous research aptitude and event measures often pointed in different directions. 90 student teachers' learning patterns were measured with an aptitude instrument, designed for the specific context of learning to teach. Multiple concrete learning activities were measured with a structured digital log. Results showed meaningful relations between students' learning patterns and their learning activities, taking multiple learning experiences into account. Survival oriented student teachers show more inactiveness in their learning, reproduction oriented student teachers learn by doing to improve their teaching behavior, dependent meaning oriented student teachers are more influenced by previous negative experiences and independent meaning oriented student teachers show the most deep and most active way of learning. But interestingly, the results also show that some relations as described in literature did not show up. The choice for a particular processing strategy and also the intentionality of the learning experiences was not related to student teachers' learning patterns. This study demonstrates the added value of combining both types of instruments in research and practice. (Contains 7 tables.)

Background: Self-regulated learning (SRL) has mainly been conceptualized to involve student learning within academic settings. In teacher education, where learning from theory and practice is combined, student teachers also need to regulate their learning. Hence, there is an urgent need to extend SRL theories to the domain of teacher learning and to obtain scientific knowledge on the nature of student teachers' SRL to enable support of these processes in teacher education. Aims: This study was aimed at exploring the nature of student teachers' regulation of learning across various theoretical and practical contexts in teacher education. Sample: Twenty-eight students from a post-graduate academic teacher education institute participated in this study. Method: For the measurement of student teachers' regulation activities, an open question log, called Learning Report, was developed. Content analysis and multiple correspondence analyses of 133 Learning Reports were used to identify qualitative differences in regulation activities and the underlying structure in the data. Results: The analyses resulted in the identification and description of the variety and frequency of student teachers' regulation activities. The relations among the regulation activities were described by an underlying structure of two dimensions: passive versus active regulation of learning and prospective versus retrospective regulation of learning. Active regulation dominated in practice schools, passive regulation at the university. Conclusions: It is argued that for learning to teach, a different conceptualization of SRL is needed, focusing less on setting initial learning goals and more on retrospective aspects of SRL. Building blocks for such a conceptualization are offered. (Contains 2 tables and 1 figure.)

This paper reviews recent research on learning patterns of student teachers and experienced teachers, mostly in the context of educational innovation and teachers' professional development. The discussion is structured along a model of teacher learning patterns comprising learning activities, regulation of learning, beliefs on own learning about teaching, motivations to learn about teaching, learning outcomes, and personal and contextual factors. A learning pattern is conceived as a coherent whole of learning activities that learners usually employ, their beliefs about own learning and their learning motivation; a whole that is characteristic of them in a certain period. Patterns in teacher learning across studies are identified and problematic aspects of teacher learning are discussed. It is concluded that teachers differ in the learning patterns they adopt, and that these patterns differ with regard to the quality of teacher learning and professional development in the context of adaptation to educational change and innovations. Implications for fostering teacher learning are derived. (Contains 1 figure.)

Objectives: In clinical reasoning, clinicians need to switch between automatic and effortful reasoning to solve both routine and non‐routine problems. This requires the ability to recognise when a problem is non‐routine and adapt one's reasoning mode accordingly, that is to 'slow down' the reasoning process. In the current study, we explored the process of these transitions between automatic and effortful reasoning by radiologists who performed ultrasound examinations during consultations at the polyclinic. Methods: Manifestations of slowing down in clinical reasoning were explored in 41 out‐patient consultations performed by five radiologists. Interviews before and after the consultations were combined with observations during the consultations to obtain proactively planned triggers, slowing down manifestations and situationally responsive initiators. Transcripts of the interviews and field notes of the observations were coded. The constant comparative method was used to classify slowing down manifestations. Results: In thirteen of the 41 consultations, slowing down moments were observed. Four manifestations of slowing down were identified: shifting, checking, searching and focusing. These manifestations mainly differed in how long radiologists maintained effortful reasoning, varying from very short periods (shifting and checking) to sustained periods (searching and focusing). Unexpected patient statements and ambiguous ultrasound images initiated the slowing down moments. Discussion: The results from this study contribute to understanding how clinicians transition from automatic to effortful reasoning. Also, this study revealed two sources of initiators of this transition in radiologists' consultations: statements made by the patient and conflicting or ambiguous visual information, in this case from ultrasound images. Natural variations in patient statements and visual information can be used as input of what might be meaningful variation in the domain of radiology education to support expertise development. In this paper, Groenier et al. demonstrate how radiologists transition from near‐automatic to effortful reasoning to illustrate how clinicians 'slow down' the reasoning process. [ABSTRACT FROM AUTHOR]

Whereas cross-sectional research has shown that transformational leadership, task interdependence, and self-efficacy are positively related to teachers' engagement in reflective learning activities, the causal direction of these relations needs further inquiry. At the same time, individual teacher learning might play a mutual role in strengthening school-level capacity for sustained improvement. Building on previous research, this longitudinal study therefore examines how transformational leadership, task interdependence, self-efficacy, and teachers' engagement in self-reflection mutually affect each other over time. Questionnaire data gathered on three measurement occasions from 655 Dutch Vocational Education and Training teachers was analyzed using a multivariate Latent Difference Score model. Results indicate that self-reflection and task interdependence reciprocally influence each other's change. A considerate and stimulating transformational leader was found to contribute to this process. Change in self-efficacy was influenced by self-reflection, indicating that learning leads to competency beliefs. Together, the findings point to the important role transformational leadership practices play in facilitating teamwork, and sustaining teachers' levels of learning in schools. [ABSTRACT FROM AUTHOR]