Formative interventions and practice-development: A methodological perspective on teacher rounds

Abstract

Highlights • We examine Rounds in education from a methodological perspective. • In doing so, we class Rounds as a formative intervention and compare it to another means of formative intervention—Developmental Work Research. • We raise three methodological issues about both types of formative intervention: the role of theory; the relationship between the individual and the collective; and the meaning of collaboration.