Going Dutch or Joining Forces? Some Experiences With Team Teaching in the Netherlands

Abstract

IN THE NETHERLANDS, most universities have a Faculty of Humanities that offers several bachelor's and master's programmes in the field of communication and information sciences. Each of these programmes outnumbers the classical studies such as linguistics, history, and philosophy, in terms of students that is, not in terms of teaching staff. The high student-staff ratio in the communication programmes necessitates a careful investment of teaching resources. Here we report on some recent developments within our institutes. The Need for Team TeachingA teacher has two challenges when facing a large group of 50 to over 300 students: to instill an active attitude toward learning and an academic attitude toward knowledge. The first challenge is addressed in all our courses by fostering the students' repertoire for self-directed learning. Much of this goal is realized by the students themselves:

Team Teaching of Creative Advertising and Public Relations Courses

“…The exchange of two instructors can set an example for how to use critical skills of synthesis, analysis and evaluation, while at the same time show respect for the material and each other. The dialogue from professors' unique perspectives can illuminate that there may be more than one right answer, encouraging independent thought (van Amelsvoort et al, 2010). As students join discussions and attempt to articulate their ideas, the process can foster open self-expression, encourage active participation, improve creativity, enhance communication abilities and strengthen interpersonal relations (Buckley, 2000).…”

“…Two teachers can make lectures livelier, more engaging and more memorable (Buckley, 2000). Van Amelsvoort et al (2010) described how two instructors can use an interactive format to keep lectures active and reinforce meaningful points. One instructor can take a leading role, while the other acts as a discussant to raise questions, provide criticisms and make suggestions.…”

“…For the most evolved style, interactive teaching, instructors work together to plan and create a course and blend content from the start. Such methods are appropriate for upper divisions and at the master's level (van Amelsvoort et al, 2010).…”

“…Parada and Franch (2008) considered instructional methods, activities and course content to describe three forms of team teaching: parallel, rotational and interactive (as cited in van Amelsvoort et al, 2010). Parallel, the most elementary style, involves multiple instructors teaching in the same course separately on different days.…”

“…Alexander's intent was to create teams of teachers to instruct relatively large groups of students (Gaytan, 2010). Teacher collaboration, co-teaching (Wang, 2012), shared teaching (van Amelsvoort, van Wijk & den Ouden, 2010) and interdisciplinary teaching (Smith Ducoffe et al, 2006) are related variations on the concept.…”