Instructional Strategies To Accommodate a Team-Teaching Approach

Gaytan, Jorge

doi:10.1177/1080569909358097

Cited by 22 publications

(31 citation statements)

References 6 publications

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“…This can be done by first providing teachers with in-depth training in collaborative teaching at the pre-service level (Cramer et al, 2010;Cochran-Smith, 2004;Darling-Hammond, 2006;LeCornu, 2005). For example, Gaytan (2010) provides the theoretical framework for team teaching and a description of instructional strategies to accommodate a team teaching approach. These strategies include joint engagement in progressive and extensive planning of all aspects of the course, joint attendance and teaching in all class meetings, and debate-infused teaching.…”

Section: Discussionmentioning

confidence: 99%

Non-native EFL Teacher Trainees’ Attitude towards the Recruitment of NESTs and Teacher Collaboration in Language Classrooms

Wang¹

2013

JLTR

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Abstract-Teacher collaboration is a key feature of effective professional development and is a necessary element for improved student achievement and ongoing school success. This study investigated pre-service Non-Native English Speaking Teachers (NNESTs)' attitude towards the recruitment of Native English Speaking Teachers (NESTs) and the collaboration with NESTs in EFL classrooms. The results show that most participants are not against the presence of NESTs as their teaching partners, but see qualification as the key criterion in recruiting NESTs. Even though the participants believe that team teaching with NESTs is beneficial to English learners, they are concerned about unequal partnerships and communication problems with NESTs. The results suggest that teacher educators need to take greater responsibilities to engage preservice teachers in team teaching to support pre-service teachers' professional lives.

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Section: Discussionmentioning

confidence: 99%

Non-native EFL Teacher Trainees’ Attitude towards the Recruitment of NESTs and Teacher Collaboration in Language Classrooms

Wang¹

2013

JLTR

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“…Studies have shown that students get more feedback from teamteaching learning environments, as multiple instructors have twice the capacities to devote to students (Gaytan, 2010;Wadkins, Miller & Wozniak, 2006).…”

Section: Benefits Of Team Teachingmentioning

confidence: 99%

“…A teaching team can blur disciplinary boundaries, integrate various perspectives and help make courses more relevant to industry (Gaytan, 2010;Smith Ducoffe, Tromley & Tucker, 2006). It is also a way for the academy to maintain pace with business practices.…”

Section: Introductionmentioning

confidence: 99%

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Team Teaching of Creative Advertising and Public Relations Courses

Morris

2016

Journal of Advertising Education

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Advertising and public relations are complex practices, and it is challenging for educators to find instructors who can fulfill expertise across disciplines, particularly in creative applications involving technology. Team teaching is one approach to provide multiple proficiencies. This paper describes how two co-taught courses, Design for Advertising and Public Relations and Commercial Production for Advertising and Public Relations, were developed, delivered and assessed. A literature review of team teaching and creative instruction provides a framework for course designs and student surveys. Course evaluations and instructor reflections are the evidence used for evaluation. The study is important, as specialties from multiple practices, including those that require technology, are increasingly necessary for preparing students for these industries. The study adds to the literature about team teaching and provides a foundation for effectively collaborating on creative courses.

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“…Different perspectives and teaching methods are opportunities that have been linked to greater student interest, an increase in their critical thinking, and greater class attendance (Gaytan, 2010;Yanamandram & Noble, 2005). For example, co-teachers of a writing class for K-12 teachers found that students viewed instructor differences as assets and that they contributed to greater student interest, motivation, and learning (Anderson & Speck, 1998).…”

Section: Rationale For Co-teaching In Higher Educationmentioning

confidence: 99%