For free: continuity and change by team teaching

Abstract

Team teaching is advocated in education to offer students multiple explanations to complex concepts and to improve teacher development. However, team teaching is typically associated with high staff cost due to the increased amount of teachers involved. The authors argue that team teaching can be conducted in a cheap way by including novice teaching assistants in the lectures and train them "on the job". Additionally, novice assistants cause reflection on action and prevent a mechanization of the course. The authors use Brookfield's four lenses to reflect on the application of team teaching in a Swedish undergraduate course on software modeling over three years, involving three teachers and collecting evaluation data from close to 400 students. The reflection shows that team teaching can be used as a cost-effective way to introduce novice teachers to a course, while at the same time receiving benefits from their participation in lectures and course development.

Lecturer’s and assistant’s views on collaborative teaching at the university

“…In higher education teamwork is the key element that helps to cope with limited resources and increasing competition. Many authors (Austin & Baldwin, 1991;Liebel et al, 2017) have highlighted the positive impact that team-teaching can have on students' learning outcomes. For example, working on the same course with colleagues helps to refresh the syllabus, gives a wide-ranging feedback to students, and shares the workload and responsibility.…”

“…Nii näiteks saavad nad õppejõududelt mitmekülgsemat tagasisidet oma küsimuste ja kodutööde kohta ning nad on õppetöösse aktiivsemalt kaasatud, samuti on meeskonnaõppe korral suhtlus õpetajate ja õppijate vahel vabam (Wadkins, Miller, & Wozniak, 2006). Lisaks on leitud, et meeskonnaõppe korral jääb kursuse sisu õppijatele paremini meelde (Liebel et al, 2017).…”

“…Segadusi saab osaliselt vältida, kui õppijad teavad juba kursusele tulles, mis õppemetoodikat aines kasutatakse (Gaytan, 2010;Helms, Alvis, & Willis, 2005). Õppejõud on meeskonnatöö takistusena esile toonud suurt suhtlemiskoormust ning kohatisi vaidlusi, mis teadustöös on edasiviivad, kuid mis võivad õppetöös tudengite jaoks segadust tekitada (Liebel et al, 2017;Stewart & Perry, 2005).…”

“…Üliõpilaste rakendamine assistentidena 2 ei tekita rahalisi kohustusi, võimaldab kõrgkoolil investeerida tudengite professionaalsesse arengusse 2 Kuigi assistent võib tähistada ka ametikohta kõrgkoolis (nt Tartu Ülikoolis), on artiklis kasutatud seda sõna sellise üliõpilasest kaasõppejõu tähenduses, kes õpetab madalama õppeastme kursusel. ja koolitada välja tulevasi õppejõude (Liebel et al, 2017;Marincovich, Prostko, & Stout, 1998;Park, 2002;Saroyan, Dagenais, & Zhou, 2009). Mõneti on aga üliõpilasi keerulisem kaasata kui kolleege.…”

Beyond the Solitary Teacher: Team Teaching Style and Counseling Psychology in Promoting Students’ Language Proficiency, Collaboration and Inborn Encouragement

“…New strategies and curriculum are frequently added to what they are going to complete. Team Teaching is a communal term to define numerous variations of a technique to teach a course with more than one trainer (Liebel et al, 2017). The method shifts the role of teaching from a specific instructor to a team with a main aim of improving the quality of teaching and learning (Haghighi & Abdollahi, 2014).…”