Collaborative teaching at the university level: Practicing what is preached

Waters, Faith H.; Burcroff, Teri L.

doi:10.1080/08878730709555409

Cited by 11 publications

(3 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Co-teaching has the potential to change praxis at all levels of education (Roth & Tobin, 2004;Bacharach, Heck, & Dahlberg, 2008;Dugan & Letterman, 2008). Exceptional teaching and learning must be modelled and implemented in every educational setting, including the tertiary level (Villa, Thousand & Nevin, 2004;Waters & Burcroff, 2007). Co-teaching has the ability to serve as continual professional development (Roth & Tobin, 2004;Ferguson & Wilson, 2011) and to increase teacher morale (Jamal & Baba, 2001;Lester & Evans, 2009).…”

Section: Discussionmentioning

confidence: 99%

Pre-Service English Teachers’ Attitudes to Co-Teaching

Zadorozhna¹,

Datskiv²,

Shepitchak³

2020

View full text Add to dashboard Cite

The purpose of this paper is to investigate pre-service English teachers' attitudes to co-teaching as a professional development tool and a collaboration method. Two instructors co-taught an undergraduate English Language Teaching Methodology course to gain experience and to model this method for pre-service English teachers. 60 students of Ternopil Volodymyr Hnatiuk National Pedagogical University, Department of Foreign Languages, participated in the study for one semester. Research instruments used in the study are students' reflective journals, focus groups discussions, and a survey. The students wrote regular entries in reflective journals after each session, participated in focus groups discussions, and filled out a survey at the end of the semester. It was hypothesised that co-teaching would engage learners and enhance their learning, help pre-service teachers to develop professionally, and serve as a model of effective instructional technique for their future teaching assignment. Results indicate the effectiveness of coteaching in achieving these tasks. We also conclude that co-teaching in pre-service teacher education is an invaluable tool in developing teachers' and students' reflective skills and collaborative practices. The findings of the study can be applied in the design and implementation of educational programmes for pre-service foreign languages teachers.

show abstract

Section: Discussionmentioning

confidence: 99%

Pre-Service English Teachers’ Attitudes to Co-Teaching

Zadorozhna¹,

Datskiv²,

Shepitchak³

2020

View full text Add to dashboard Cite

show abstract

“…Кад је реч о језику струке, један од кључних фактора успешне наставе јесте управо сарадња наставника страног језика са стручњацима из одређене области, односно са наставницима стручних предмета. У литератури наилазимо на бројне подстицаје за остваривање и продубљивање те сарадње која доприноси побољшању квалитета наставе (Barron, 1992;Graziano & Navarrete, 2012;Selinker, 1979;Waters & Burcroff, 2007). Облик и степен сарадње између представника ове две групе наставника може бити веома разноврстан.…”

Section: теоријска полазишта истраживањаunclassified

LSP university teaching: Cooperation between LSP teacher and subject teachers

Mirić¹,

Djorovic²

2015

Nastava i vaspitanje

View full text Add to dashboard Cite

show abstract

“…Students benefit not only from the content knowledge provided by diverse instructors, they also learn through instructors modelling collaboration, a desire to learn from one another, and, at times, productive critical debate. As Waters and Burcroff (2007) assert, "with adult learnersand learners in generalit is important to note that one of the basic components of learning is seeing and experiencing the behaviour in practice" (p. 306). This sentiment is echoed by Zhou, Kim, and Kerekes (2011) who report that their classroom modelled how to work together in teaching.…”

Section: Mutual Learning Through a Collaborative Approachmentioning

confidence: 99%

Collaborating to Teach Research Methods in Education

Milford¹,

Etmanski²

2012

NWJTE

View full text Add to dashboard Cite

The purpose of this paper is to describe a pedagogical collaboration between two research methods instructors in a Faculty of Education in Canada. Both instructors represent different paradigms in the classic quantitative vs. qualitative dichotomy in that they were trained in vastly different ways and have tended to approach their research along these same lines. However, despite these differences the paper explores how they each viewed this as a potential limitation in their methods teaching and how through crossing over to each other's classrooms were able to both expand their own understanding as well as offer a more balanced and useful learning experience for the learners in their classrooms.

show abstract

Collaborative teaching at the university level: Practicing what is preached

Cited by 11 publications

References 5 publications

Pre-Service English Teachers’ Attitudes to Co-Teaching

Pre-Service English Teachers’ Attitudes to Co-Teaching

LSP university teaching: Cooperation between LSP teacher and subject teachers

Collaborating to Teach Research Methods in Education

Contact Info

Product

Resources

About