Team Teaching: What, Why, and How?

Buckley, Francis

doi:10.4135/9781452220697

Cited by 71 publications

(27 citation statements)

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“…Previous studies have presented and discussed the benefits of team teaching (Davis, 1995; Morris, 2016; Smith Ducoffe et al, 2006), such as the role of instructors’ different personalities and teaching styles in fulfilling students’ varied learning styles (Buckley, 2000), more elaborated feedback (Gaytan, 2010; Wadkins et al, 2006), more engaging and effective lectures and discussions (Buckley, 2000; van Amelsvoort et al, 2010), fostering students’ critical thinking and independent thought (Buckely, 2000; van Amelsvoort et al, 2010), and more holistic learning (Smith Ducoffe at al., 2006). Although these outcomes are unquestionably important, the present research focuses on understanding how student motivation and learner empowerment impacts affective and cognitive learning in a team-taught advertising campaigns class.…”

Section: Literature Reviewmentioning

confidence: 99%

A Team-Teaching Approach to Advertising Campaigns Capstone Course

Fernandes

Nunez

2022

Journal of Advertising Education

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Undergraduate advertising campaigns courses are known for their integration of knowledge, application of different skills, and group work. This capstone class partners with a real-world client and may be considered the last professional experience in an educational setting before students graduate. Using a multi-methods approach, this study describes a team teaching method developed by advertising campaigns instructors at a mid-size private university in Florida, gauges students’ perceptions on several learning dimensions, and maps out how this course is taught in American universities.

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Section: Literature Reviewmentioning

confidence: 99%

A Team-Teaching Approach to Advertising Campaigns Capstone Course

Fernandes

Nunez

2022

Journal of Advertising Education

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“…Team teaching can be carried out in many ways, where examples from literature include organizing cross-disciplinary courses where different teachers are responsible for the course content of their respective disciplines (Plank 2011, Buckley 1999; letting a team of faculty members be in charge of a set of courses to increase the alignment between course objectives (Garmston 1987, Showers andJoyce 1996); or by having two teachers co-lecture a single course (Burden, Heldal, and Adawi 2012a, Roth and Tobin 2002, Roth, Masciotra, and Boyce 1999. The latter is commonly referred to as co-teaching or pair lecturing.…”

Section: Team Teachingmentioning

confidence: 99%

“…This involves all aspects of teaching, from planning the course to carrying it out and evaluating the outcome. Buckley (1999) calls the transfer of tacit knowledge from more experienced to less experienced teachers as 'in-service training'. Tobin 2002, Roth, Masciotra, andBoyce 1999) also mention the transfer of tacit knowledge as a key reason for introducing team teaching and so do Henderson, Beach and Famiano (2009).…”

Section: Team Teachingmentioning

confidence: 99%

“…Finally, as mentioned in the introduction, the notion of increased teaching hours and subsequently the cost of teaching is a recurring drawback of applying team teaching (Buckley 1999, Plank 2011, Henderson, Beach and Famiano 2009, Andersson and Bendix 2006, McDaniel and Colarulli 1997, Higgins and Litzenberg 2015. There are different views as how to address the additional cost as well as voices that argue that the cost can be mitigated when the aim of team teaching is teacher training.…”

Section: Team Teachingmentioning

confidence: 99%

“…Benefits of team teaching include students getting more than one explanation to complex concepts, promoting teacher development through mutual reflection on action, and a more insightful bouncing of ideas during the planning of education Adawi 2012a, 2012b). However, regardless of the setup, team teaching is commonly associated with high costs (Plank 2011, Andersson and Bendix 2006, Buckley 1999, Henderson, Beach and Famiano 2009, McDaniel and Colarulli 1997, Higgins and Litzenberg 2015.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

For free: continuity and change by team teaching

Liebel

Burden²,

Heldal

2016

Teaching in Higher Education

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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.

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The challenging role of researchers coping with tensions, dilemmas and paradoxes in transdisciplinary settings

Arnold

2021

Sustainable Development

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Transdisciplinary learning is a response to address the comprehensive sustainability competencies for implementing the 17 sustainability goals of the Agenda 2030. Transdisciplinary contexts include socially distributed knowledge beyond scientific boundaries. This impacts the whole design process and specific tasks and roles of the researchers. Addressing the questions, “Which typical tensions, dilemmas and paradoxes need to be faced by researches in transdisciplinary settings?”, and “How does the role of the researchers change and goes beyond traditional research settings when operating in transdisciplinary settings surrounded by tensions, dilemmas and paradoxes?”, answers will be provided following existing analytical frameworks of transdisciplinary research design. Based on own experiences with and including observations of transdisciplinary settings at academia, transdisciplinary research and lecture settings will be analysed and compared by transdisciplinary criteria. Results show, in transdisciplinary settings, researchers or lecturers are more engaged with addressing poly‐contextuality, the consciousness of the innovation paradoxes and the side‐effects of ongoing interdependences. They take up multiple roles and have to deal with role ambiguity. Transdisciplinary lecture settings are even more demanding as they also have to meet the mentor role or maintain the students' learning progress.

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Team Teaching: What, Why, and How?

Cited by 71 publications

References 0 publications

A Team-Teaching Approach to Advertising Campaigns Capstone Course

A Team-Teaching Approach to Advertising Campaigns Capstone Course

For free: continuity and change by team teaching

The challenging role of researchers coping with tensions, dilemmas and paradoxes in transdisciplinary settings

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