Hassles and Hopes in College Team Teaching

Coffland, Jack A.; Hannemann, Charles E.; Lee, Rosemary

doi:10.1177/002248717402500221

Cited by 3 publications

(7 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They worked diligently to share their beliefs and the research supporting disciplinary literacy while modeling how to create tasks and lessons that supported this approach. The allotment of planning time to discuss philosophical positions and anticipated outcomes allowed the two instructors to negotiate any differences in position or expectations, a problem noted by previous researchers in implementing co-teaching models (Coffland et al, 1974). This connection between the instructors was evident throughout the course, as one TC stated in the exit survey: "[The two instructors] had the same mindset.…”

Section: Recommendations For a Co-teaching Modelmentioning

confidence: 99%

“…In participating in collaborative co-taught courses, there must be time for focused planning; setting aside planning time before the course begins and throughout the duration of the course is imperative. As noted by Coffland et al (1974), the lack of sufficient planning time can be a hassle for those engaging in collaborative teaching experiences. There must be adequate time to develop a syllabus, discuss course goals and objectives, and formulate the structure of the course.…”

Section: Recommendations For a Co-teaching Modelmentioning

confidence: 99%

“…As first introduced by Coffland et al (1974), using co-teaching in teacher preparation has a number of benefits. This study fills a gap in the literature on co-teaching by examining the benefits from across content areas and outside the realm of special education.…”

Section: The Hopes Of the Present Studymentioning

confidence: 99%

“…The instructors engaged in the collaborative co-teaching experience with the intent of embedding the mental model of history/social studies teachers' responsibility to make the content-literacy connection, particularly in a rural school setting, and TC reflections affirmed that connection. As hoped by Coffland et al (1974), collaborative teaching produced a mechanism for sharing a mental model across content areas, enhancing the effectiveness of instruction.…”

Section: The Hopes Of the Present Studymentioning

confidence: 99%

“…Dugan and Letterman (2008) asserted that "coteaching has been used as a tool for integrating material from different disciplines and remedying problems" (p. 11). Other researchers have argued that co-teaching or collaborative teaching, terms used synonymously and interchangeably in the present study, address many of the problems commonly associated with teacher education (Coffland, Hannemann, & Potter, 1974), take advantage of the strengths of each instructor (Crow & Smith, 2003) and assist with the flow of content (Mielke & Rush, 2016). As Pugach and Blanton (2009) have noted, for collaboration to be successful, the collaborative process must be examined carefully.…”

mentioning

confidence: 99%

See 4 more Smart Citations

Mutual Mindsets: The Hassles and Hopes of Co-teaching in Teacher Preparation

Guidry

Howard

2019

tpre

View full text Add to dashboard Cite

Isolation between academic fields is an unfortunate reality in higher education and teacher education. Whereas current educational reforms invoke a need to collaborate, faculty are often unsure of how to design collaborative experiences. Research argues for the use of co-teaching to engage teacher candidates in beneficial learning experiences where instructors model the collaborative practices desired in those candidates. Additionally, the use of co-teaching in rural settings is shown to address some of the challenges associated with rural teacher preparation. With the hesitancy of many in higher education to engage in co-teaching in teacher preparation, it is crucial that those who do co-teach share the design, implementation, and perceptions of the process with others. This article presents the design, implementation, and reflections of students and teacher preparation faculty: one content methods instructor and one content literacy instructor. The authors present the hassles and hopes of using co-teaching in teacher preparation in rural regions to enhance course content and collaboration among teacher candidates.

show abstract

Section: Recommendations For a Co-teaching Modelmentioning

confidence: 99%

Section: Recommendations For a Co-teaching Modelmentioning

confidence: 99%

Section: The Hopes Of the Present Studymentioning

confidence: 99%

Section: The Hopes Of the Present Studymentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Mutual Mindsets: The Hassles and Hopes of Co-teaching in Teacher Preparation

Guidry

Howard

2019

tpre

View full text Add to dashboard Cite

show abstract

Student Appraisals of Collaborative Teaching

Dugan

Letterman

2008

College Teaching

View full text Add to dashboard Cite

Student Experiences and Perceptions of Team-Teaching in a Large Undergraduate Class

Yanamandram

Noble

2006

JUTLP

View full text Add to dashboard Cite

This paper examines student experiences and perceptions of two models of team-teaching employed at a regional Australian university to teach a large undergraduate marketing subject. The two team-teaching models adopted for use in this subject can be characterised by the large number of team members (ten and six) and the relatively low level of team involvement in the planning and administration of the teamteaching process. The paper examines students’ experiences in an effort to identify the strengths and weaknesses of the team-teaching approach from the students’ perspective. This paper contributes to our knowledge of teaching practice by identifying, amongst other things, aspects of the team-teaching approach that both facilitate and hinder student learning. Data for this study was collected on each teaching model through two identical surveys. In total, data was collected from 440 student responses. Despite the relatively weak forms of team-teaching adopted to teach this subject, the majority of the students liked the concept of team-teaching. The findings in this study suggest that team-teaching can facilitate student learning through the generation of interest and exposure to ‘experts’, but can hinder student learning if the team fails to act as a cohesive unit and work together to adequately link learning concepts. This study also argues that the most critical factor in determining the success or failure of a team-teaching effort is the actual composition of the team. A key implication of this study is that a team that comprises of ‘good teachers’ (perceived as those skilful in teaching large classes) is far more important than a team comprising of ‘experts’ in different knowledge areas. This aspect of team-teaching is often overlooked in the literature.

show abstract

Hassles and Hopes in College Team Teaching

Cited by 3 publications

References 0 publications

Mutual Mindsets: The Hassles and Hopes of Co-teaching in Teacher Preparation

Mutual Mindsets: The Hassles and Hopes of Co-teaching in Teacher Preparation

Student Appraisals of Collaborative Teaching

Student Experiences and Perceptions of Team-Teaching in a Large Undergraduate Class

Contact Info

Product

Resources

About