Insights into effective partnership in interdisciplinary team teaching

Perry, Bill; Stewart, Timothy

doi:10.1016/j.system.2005.01.006

Cited by 33 publications

(36 citation statements)

References 3 publications

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“…For example, respondents claimed that “Teaching by two teachers enables them to complement each other” and “The team teachers can each make up for what the other is lacking in.” This complementary improvement is not confined to in‐classroom interactions, but can extend to the expertise of the teachers themselves. As one respondent explained, if one partner is a “good” teacher, “their team‐teaching partner will become a good teacher as well.” In this respect, the students' responses are supportive of a common conviction of CITT teachers revealed in the previous studies of this series and other CITT research; namely, that a major benefit of team teaching is its potential for aiding the teachers' professional development and improving their general effectiveness as educators (Gladman, ; Perry & Stewart, ; Sagliano et al., ). Both teacher and student respondent groups were aligned closely in the belief that team teaching provides learning opportunities for its practitioners that can help to improve classroom practice for all.…”

Section: Discussionsupporting

confidence: 76%

Team Teaching Is Not Just for Teachers! Student Perspectives on the Collaborative Classroom

Gladman

2014

TESOL J

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This article outlines findings from a study of student perceptions of team teaching. The researcher surveyed students at different times during their first term of study at a private college in Japan where team teaching is applied across the curriculum. Responses were content‐analysed and six major categories emerged. Team teaching was seen to improve the students' understanding of their lessons and prompt more questions from students in class. Respondents perceived themselves as co‐collaborators with their teachers, having equal power to facilitate or impede the collaboration. Respondents also identified a good relationship between teaching partners as a key aspect of effective team teaching and noted that partners are better caretakers of students' needs than single teachers. Finally, there was a common belief in the complementary effect of collaboration to improve the teachers' professional development. Many of the responses align closely with results of similar teacher‐focussed studies, but some of the views expressed offer unexpected insights.

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Section: Discussionsupporting

confidence: 76%

Team Teaching Is Not Just for Teachers! Student Perspectives on the Collaborative Classroom

Gladman

2014

TESOL J

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“…Furthermore, team teaching provides student teachers with an opportunity to seek challenges and increase their subject knowledge and flexibly apply language teaching methods to specific classroom contexts and student groups, thus to encourage them to become more innovative and creative (Perry & Stewart, 2005). Such collaboration can also be established between native English teachers (NET) and non-native English teachers (NNET), and in their collaborative work, each party not only finds team teaching approach rewarding and fascinating (Carless & Walker, 2006), but also review, reflect and revise the approach, thus adding new ideas and points to it.…”

Section: An Innovative Channel Of Professional Developmentmentioning

confidence: 99%

Two Heads Are Better Than One: Team Teaching in TESOL Internship

Ping

2013

StALan

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This article aims to critically look at team teaching approach that is currently used in UWS TESOL internship program and the role it plays in achieving teaching and learning effectiveness and outcomes. Specifically, using ethnography approach, this project examines benefits this innovative student-centred approach brings to teacher mentors, student teachers and students, and further discusses various potential issues that may emerge. Both supervising teachers and student teachers who undertake their practicum at various English language centres work as a team cooperatively (e.g. researching curriculum resources, designing classroom activities, preparing lesson plans), communicate on a regularly basis and in various ways (e.g. face-to-face and via emails), and reflect on their teaching experience (e.g. both strengths and weaknesses). Both parties comment that team teaching approach encourages individual input and team communication as well as collaboration, promotes flexible use of teaching methods, develops critical thinking skills, contributes to quality teaching and accommodative learning, and maximises student learning experience as indicated in our operations of TESOL internship program for years. Student feedback is also positive in that their individual learning needs are met and supported. Meanwhile, the author also notes some emerging issues and challenges (e.g. student teachers' knowledge gaps in grammar, time management and intercultural communicative competence issue) in the current internship practice. Finally, team teaching approach is pedagogically discussed and recommendations are made to address the emerging issues for future improvements.

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“…These courses involve instructors working simultaneously in the classroom with the same group of students. In other words, all aspects of the course, including preparation and instruction time, are collaborative (Perry & Stewart, 2005).…”

Section: Review Of Collaborative Efforts Between General and Specialmentioning

confidence: 99%

“…One of the most intensive collaborative experiences is team teaching a course with one or more colleagues (Perry & Stewart, 2005). For example, Chiasson, Yearwood, and Olsen (2006) designed a preschool methods course, cotaught by faculty in early childhood education (ECE) and early childhood special education (ECSE), for undergraduate preservice teachers integrating the philosophies of inclusion and developmentally appropriate practices.…”

mentioning

confidence: 99%

Team Teaching in an Early Childhood Interdisciplinary Program: A Decade of Lessons Learned

Hestenes

LaParo

Scott-Little

et al. 2009

Journal of Early Childhood Teacher Education

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Preparing students in the early childhood field to work with children both with and without disabilities and to collaborate with different professionals is an important endeavor for colleges and universities. The purpose of this paper is to articulate a unique model of program collaboration between early childhood special education and early childhood regular education that demonstrates a cohesive preservice teacher education program across two departments within one university. This unique 10-year history of interdisciplinary collaboration and team teaching provides insights into many of the benefits and challenges of this type of program. This paper presents an historical overview of the development of this collaborative program and describes the logistics of operating an interdisciplinary program at the administrative level. Information collected from faculty and students illustrates the benefits and challenges of team teaching. Finally, strategies for developing a successful program are discussed.

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Insights into effective partnership in interdisciplinary team teaching

Cited by 33 publications

References 3 publications

Team Teaching Is Not Just for Teachers! Student Perspectives on the Collaborative Classroom

Team Teaching Is Not Just for Teachers! Student Perspectives on the Collaborative Classroom

Two Heads Are Better Than One: Team Teaching in TESOL Internship

Team Teaching in an Early Childhood Interdisciplinary Program: A Decade of Lessons Learned

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