Using transactivity to understand emergence of team learning

Hildert Zoethout*, Renate Wesselink, Piety Runhaar, Martin Mulder

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

19 Citations (Scopus)


Team learning is a recurrent topic in research on effective teamwork. However, research about the fact that team learning processes emerge from conversations and the different forms this emergence can take is limited. The aim of this study is to determine whether the extent to which team members act on each other’s reasoning (transactivity) can be used to understand how team learning processes emerge. Research on teacher teams was used as the case study: Video recordings of three different teacher teams were used as primary data, and the data were analyzed using qualitative interaction analysis. The analysis shows that the content of team learning processes changes when team members act more closely on each other’s reasoning. In particular, team learning processes related to the storage and retrieval of information took place only in sequences in which team members acted closely on each other’s reasoning.

Original languageEnglish
Pages (from-to)190-214
JournalSmall Group Research
Issue number2
Publication statusPublished - 2017


  • Interaction analysis
  • Qualitative research
  • Teacher teams
  • Team learning
  • Transactivity


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