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In this article, the authors recount and explore critical dilemmas in the development of a secondary-level interdisciplinary teaching team. Reaching consensus on significant pedagogical issues represents one of the promises of teaming: the strengthening of teachers' work by breaking down isolation and collectively struggling with substantive questions of teaching and learning. But this analysis reveals the complex and often contradictory work of teacher teams. Even within ostensibly democratic structures, hierarchies emerged, individualistic tendencies persisted, genuine agreement was elusive, and members were silenced. The authors discuss three phases in the development of the team, defined as consolidated, laissez faire, and shared power. They conclude with several lessons drawn from the experiences of the team.
Gunn et al. (Sat,) studied this question.