Team Teaching for Higher Level Learning: A Framework of Professional Collaboration

Abstract

Management education must develop students who can analyze robustly and think creatively. Team teaching can facilitate such development. This article presents a brief discussion of team teaching, develops a framework to link team teaching to cognitively complex learning objectives, offers insights for team teaching protocols when applying this framework, and discusses faculty and student experiences. Readers experienced in team teaching are offeredways to efficiently explore the boundaries of this pedagogical form. Those new to team teaching will find the framework useful in overcoming difficulties frequently of concern when first participating in a teaching team.

Team-taught versus individually taught undergraduate education: a qualitative study of student experiences and preferences

“…Therefore, it is crucial that additional effort is put into ensuring team-taught content adheres to good practice in terms of management, co-ordination and appropriate content delivery. Indeed, similar insights relating to TRA have been identified in existing research studies carried out in the management training and journalism domains (Wenger and Hornyak 1999;Hanusch, Obijiofor et al 2009). Both studies highlight the important role that preparation plays in achieving cohesiveness and continuity in content delivery.…”

La enseñanza con dos profesores en el aula como medio para el desarrollo de la capacidad investigadora del alumno/a de postgrado: aprendizaje de las aplicaciones SIG en arqueología

“…La docencia en equipo en la enseñanza universitaria cuenta ya con una amplia y fructífera trayectoria (ejemplos en McDaniel y Colarulli, 1997;Wenger y Hornyak, 1999;Carpenter, Crawford y Walden, 2007, entre otros). Se trata de un concepto amplio que engloba cualquier tipo de enseñanza impartida por un equipo docente de varios profesores, que actúan conjunta y coordinadamente sobre una misma asignatura y/o sobre un mismo grupo de alumnos.…”

“…Se trata, por tanto, de un intercambio dialéctico entre los profesores en presencia de los estudiantes, y es considerado el formato más complejo de la enseñanza en equipo (Wenger y Hornyak, 1999). Según Finkel y Arney (1995;también en Finkel, 2008), los cinco criterios que describen este tipo de enseñanza, mostrados aquí de modo resumido, son:…”

I decide, therefore I am (relevant!): A project‐based learning experience in linear algebra

“…We believe that we have thus formed a team that combines knowledge of the scientific basis for decision making and extensive experience in the teaching of the subject, with recent information about the needs of students in telecommunications and expertise in learning methodologies. This team has been able to adequately prepare the experiment -evidencing that such balanced partnerships better succeed in motivating students [16].…”