"Two Voices is Beneficial": Virtual Team-Teaching in COVID-19 Stokowski, Sarah; Fridley, Alison; Godfrey, Michael ...
Schole : a journal of leisure studies and recreation education,
01/2024, Letnik:
ahead-of-print, Številka:
ahead-of-print
Journal Article
Recenzirano
The lack of connectedness experienced by college students during the COVID-19 pandemic was problematic. An innovative approach undertaken in a (virtual) graduate classroom at Clemson University was ...the concept of team teaching. Team teaching allows a group of instructors to work together to enhance student learning. Upon course completion, students (N =57) completed a brief survey regarding their perceptions of team teaching. The scale ranged from extremely positive (1) to extremely negative (5). The sample as a whole found team teaching to be a positive experience (M =1.87, SD =.94), felt that team teaching assisted in their learning (M =1.51, SD =.72), and found value to having two instructors (M =1.6, SD = .76). Overall, based on the results, team teaching is a strategy that should be considered in virtual classroom environments as it can provide students with increased support and varying perspectives.
El presente artículo pretende cuestionar los modelos tradicionales de la Educación Física basados en el uso de libros de texto y la estandarización de los aprendizajes. Para este fin se pone el foco ...de atención en tendencias educativas basadas en la gamificación, la narrativa transmedia y el aprendizaje cooperativo, y se presenta una alternativa de innovación “Educación física expandida” (ExpandEF) que las integra. El desarrollo de esta experiencia ha tenido como propósito alcanzar los objetivos de materia y competencias clave en Educación Física; y potenciar el desarrollo de la competencia digital de manera específica. Para conocer la percepción del alumnado acerca de la experiencia se utilizó un cuestionario específico con preguntas cerradas y abiertas. Los resultados muestran que la motivación y el trabajo cooperativo se han visto reforzados con la estrategia de gamificación seguida. Asimismo ha promovido que el alumnado se involucrara y trabajara más en clase.Summary. The present essay seeks to challenge traditional physical-education models –based on text books– and learning standardization. For this purpose, it focuses on educational trends based on gamification, transmedia storytelling and cooperative leaning. Moreover, it shows the description of one of the teaching goals –as an example of how gamification learning works– the perception of the student body about the experience, the impact of the use of ICT, the transfer of the gamification activities and its application to other contexts. The results show that the motivation and cooperative teaching have been reinforced with the strategy of gamification and the students will work more in class.
Co-teaching is regularly paired with school improvements and educational reforms, yet research does not clearly separate the challenges of co-teaching for teacher professional development, course ...improvement and for wider reforms. We explored how co-teaching emerged and what barriers teachers experienced as meaningful for their co-teaching after a national core curriculum reform. Two cross-sectional data sets were collected. Three qualitatively different co-teaching profiles emerged: highly collaborative, collaborative, and imbalanced co-operative co-teaching. However, teachers’ experiences of the meaningful barriers varied. Finally, we propose a model of contextualised co-teaching that supports implementing and researching co-teaching as a part of second-order educational changes.
•Traditionally, co-teaching and team teaching have been used as tools to transform educational practices.•Successful transformations require committed teachers but also support from school-, regional- and national-level actors.•Highly functional co-teaching is characterised by shared regulation of teaching practices.•A contextualised model of co-teaching supports recognition of beneficial practices at all relevant levels.
Team teaching is an innovative method to engage the large group and make lectures more interesting. The aim of the study is to evaluate the impact of team teaching in first year biochemistry lecture ...classes. After obtaining ethical clearance, 150 first year medical undergraduate students participated in the study on a voluntary basis. Topic identified for team teaching was “Protein biosynthesis” in Biochemistry, which was designed to be carried out in 5 h of lecture by three teachers. At the end of the team teaching module and traditional lectures, a structured anonymous feedback was obtained from the students. At the end of each class, students' understanding of the lecture was assessed by an MCQ test comprising 5–6 items, which mainly tested the recollection and understanding levels of Bloom's taxonomy. This was compared with traditional lectures. The mean MCQ test score was significantly higher for team teaching when compared to traditional teaching. The students had increased attention span and were able to answer questions from later part of the class in team lectures. The students had reported that lectures taught by team were more interesting and informative. They also felt that the team was more receptive to the doubts raised, stimulated discussion on the topic and had a better rapport with the class.
Blended learning is often viewed as a teaching mode that integrates a combination of online interactive activities with face-to-face learnings. This includes a mixture of different types of teaching ...and learning techniques, and Information and Communication Technologies (ICT) tools. In this study, we undertook an experiment to ascertain what constituted a practitioner-based approach to team-teaching for blended learning. The experiment occurred during one teaching period (11 weeks) at an Australian University where the classroom teaching experience was accessed by students and teachers across different geographical locations, using ICT. During the experiment, we completed individual and collaborative reflections, utilised an online survey to elicit students' perceptions about our team-teaching practice and critiqued the literature on blended learning. Qualitative analysis was conducted for each data source, revealing several key themes, which were: (1) skills, (2) student, team-teaching and teacher roles and (3) the role of ICT. This study explored these themes in detail, showing that when using ICT, specific communication processes build student and teachers' confidence as well as facilitating trust between those involved in providing a blended classroom experience. This in turn, contributes to the flexible use of ICT tools, offering opportunities for teacher and students to participate in variety of class roles, interacting via online, face-to-face or blended methods. Overall we found that to assist with setting-up and facilitating teach-teaching for blended learning, it was important to provide role clarity, an agreed-to approach for classroom communications and purposeful integration of ICT for the teaching team and students when failure occurred.
Anatomy practical classes have traditionally been taught by a team of demonstrators (team‐taught) in a large dissection room. More recently, particularly in nonmedical contexts, practical classes ...have been taught by one teacher (sole‐taught) to smaller student groups. The aim of this study was to compare student outcomes when the same course was delivered with practical classes team‐taught at one campus (metropolitan) and sole‐taught at a second campus (regional) while maintaining similar staff to student ratios. This anatomy course, for physiotherapy and lower academically credentialed exercise science/physiology students, utilized blended delivery whereby most content was delivered online and practical classes comprised the main face‐to‐face teaching. In 2018, the metropolitan campus introduced team‐teaching practical classes while the regional campus continued with sole‐teaching. Student marks and engagement with online content were compared between campuses and to the previous year (2017) when both campuses had sole‐taught practical classes. While final marks for the course increased overall in 2018 (P < 0.01), exercise science/physiology students at the metropolitan campus (team‐taught) improved their final marks (53.5 ± 1.1%) compared to a slight decrease for the regional (sole‐taught) campus (44.8 ± 1.4%) (P < 0.01). There were no differences between campuses for physiotherapy students in 2018. Student engagement with online content did not contribute to the improvement in marks for exercise science/physiology students. Introduction of a team‐teaching format improved student marks, particularly for the lower academically credentialed students. Team‐teaching should be considered as the preferred format for anatomy practical classes, particularly in courses involving students with diverse academic credentials.
The research study deals with the development of professional identity of 17 student-teachers during their pedagogical practicum while team-teaching science classes using a project-based learning ...(PBL) approach. Data were collected from in-depth interviews as well as reflective reports and analyzed by means of multilevel analysis. Findings indicate that the student-teachers' professional identity was shaped by meaningful experiences in two dimensions: overcoming challenges while leading PBL and involvement in fruitful and supportive cooperation with their peers. The student-teachers progressed from group-focused to self-focused professional identity, indicating professional growth, empowerment, and substantial gains in self-confidence.
•Team-teaching PBL in science classes helped shape student-teachers' professional identity.•The development of the student-teachers' professional identity was associated with three major types of experience.•Team-teaching PBL resulted in a shift from group-focused to self-focused identity.•The overall outcome was noticeable professional growth, empowerment, and gains in student-teachers' self-confidence.
Team-teaching is arguably shifting from the realm of pedagogic choice to that of necessity in a complex and demanding Higher Education (HE) landscape. This research gives a voice to staff ...collaborating in team-teaching, considering their motivations and approach, to identify key challenges and opportunities. Results indicate that the changing landscape of HE in the UK is promoting innovative approaches to using existing team-teaching models rather than proposing new ones. The leadership dimension of the module leader role is highlighted, suggesting a need to explore and extend debates on developing academic leadership at all levels of academic employment. Consequently, the research contributes additional perspectives on existing work relating to academic leadership, the changing academic role, increasing workloads and professional teacher identity. The findings have implications for how staff are prepared and supported as practitioners in HE and the processes whereby we record and reward individuals contributions.
Team teaching is a complex teaching system that depicts the school culture based on cooperation and mutual sharing. The research aims to consider the representation of team teaching in the first ...cycle of primary education, as well as the advantages and difficulties in its planning, implementation, and evaluation from the teachers’ perspective. The research sample consisted of a total of 120 teachers, 104 of whom were teachers with experience in team teaching. Data were collected using a survey questionnaire. The content analysis method was used to process the collected answers. The results show that teachers most often participate in team planning and preparation, occasionally in team implementation, and sporadically in team evaluation of teaching. Teachers presented a large number of positive characteristics regarding the implementation of team teaching, in contrast to a large number of problems regarding team planning and preparation. Teachers are rarely involved in the evaluation of team teaching. They see the advantages of team planning through the resource of ideas for teaching and preparation of teaching content, and the disadvantages through organizational and technical problems and difficulties in the functioning of the team. They see the advantages of team realization in the possibilities of professional development, better designing of the teaching process, and better student learning, while the shortcomings are expressed in the organizational and technical domain and direct work with students. Teachers generally consider the planning and preparation of team teaching concerning themselves, and the realization of team teaching is mostly about students. Creating conditions for efficient and effective planning and preparation of team teaching is a basic prerequisite for the implementation of this teaching system, according to teachers.
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