Reflection in the context of team‐teaching

Making Pedagogy Tangible: Developing Skills and Knowledge Using a Team Teaching and Blended Learning Approach

“…For example, respect and trust, listening skills, assertiveness, empathy, the ability to give and receive feedback and the willingness to challenge each other to action (Knights & Sampson, 1995;Mansell, 2006). This approach can lead to an overall enhanced experience for all participants and facilitators.…”

“…A group decision was made to extend a crucial rehearsal late into the night whereby it "felt like we were actually out in the industry doing it ourselves" (Teacher 1). This emulated a real-life context where the learners became the teachers taking responsibility for the decision-making processes and managing their own learning (Anderson, et al, 2000;Knights & Sampson, 1995). This approach was supported by 91% of pre-service teachers who intimated that this provided opportunities to draw on different experiences, expertise and perspectives to solve both surface level and complex problems ( Figure. 3).…”

“…This approach can lead to an overall enhanced experience for all participants and facilitators. For academics, it can provide opportunities for collaborative reflection (Knights & Sampson, 1995), thereby supporting professional development. For students it can provide swift feedback on work and assessment tasks (Fuller & Bail 2011;Haddon, 2011) both online and in face to face classroom work.…”

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

“…Sünergilise koostöö korral jagatakse vastutust ühtlasemalt, kasutatakse ära kõigi kursusega seotud õppejõudude ja assistentide tugevaid külgi ning ideid, mistõttu muutub võimalikuks ka üksteiselt õppimine. Samuti võimaldab sünergiline koostöö pöörata rohkem tähelepanu peale auditoorse õppetöö ka õppejõudude isiklikule arengule, mis toimub vastastikuse tagasisidestamise kaudu (Crawford & Jenkins, 2018;Knights & Sampson, 1995;Sandholtz, 2000;Stewart & Perry, 2005).…”

“…Eduka meeskonna aitavad luua partnerite ühised arusaamad, isikuomadused ja hoiakud. (Krammer et al, 2018) Esmatähtsad on sotsiaalsed ja suhtlus oskused: vastas tikune austus, usaldus, kuulamisoskus, enesekindlus, empaatia, tagasi-ja edasisidestamisoskus ning valmisolek ennast kehtestada (Crawford & Jenkins, 2018, lk 129;Knights & Sampson, 1995;Mansell, 2006). Vähene omavaheline suhtlus kahandab oluliselt võimalust nii koostööst õppida kui ka kursust uuendada (George & Davis-Wiley, 2000).…”