Educational Research Review vol:5 issue:2 pages:111-133
In this article we present an integrative model of team learning. Literature shows that effective team learning requires the establishment of a dialogical space amongst team members, in which communicative behaviours such as ‘sharing’, ‘co-construction’ and ‘constructive
conflict’ are balanced. However, finding this balance is not enough. Important questions such as ‘communicating about what?’, ‘communicating with whom?’ and ‘communicating
for what?’ remain crucial. Five other process variables ‘team reflexivity’, ‘team activity’, ‘boundary crossing’, ‘storage’ and ‘retrieval’ are identified. Besides the core process variables, our model organises the most important inputs, catalyst emergent states and outputs of team learning.