At a system level [ 56], these categories of work include individual and collective sense-making in which sick people and members of their social networks are expected to identify, understand and explain the diverse tasks that make up their work, and to internalize and plan for their requirements.
We specifically focus on their collective sense-making related to curriculum, instruction, and students.
Both are important in the process of collective sense-making and belief shaping.
We analyze the collective sense-making activity of the teaching staff regarding key facets of the start-up process.
Therefore, our analysis focuses on both the processes and products of the teachers' collective sense-making activity in the context of school start-up (Wilson and Berne 1999).
Teachers' collective sense-making of PBL and STEM-based instruction must be carefully developed, keeping in mind the context of the specific learning environments in which it will be enacted by teachers.
Through their collective sense-making activity, the teachers' understandings of the incoming students and their curricular and instructional vision grew, but the shifting contexts which defined their instructional reality led the teachers to constantly review and modify their approaches.
The teachers' collective sense-making activity, viewed from a sociocultural perspective, generated understandings of curriculum and instruction that informed the dynamic vision of the school and led to changes in their approach to classroom practice.
By examining communities of people who share practice, such as teachers attempting to start a STEM-focused school, the acts of participation in this practice reveal the collective sense-making that emerges from these activities.
This separation proved to be a challenge to the vision building and collective sense-making of the teachers, as the creation of two instructional teams broke down collaborative opportunities.
