This article interrogates the "soft power" of teacher teamwork by probing the ways in which authority conditions the appropriation of institutional motives through collective meaning making. The study analyzes the interaction of a teacher-leader and a science teacher team across two settings of professional development organized to…

Historically, teachers have primarily worked alone in their classrooms, have served as deliverers of standardized and textual materials, and have been managed. Now, however, they are expected to work in teams, create active-learning curricula, and manage themselves. This paper examines a self-initiated team of K-6 grade teachers working in a…