Interdisciplinary Team Teaching: Negotiating Pedagogical Differences

Shibley, Ivan A.

doi:10.3200/ctch.54.3.271-274

Cited by 62 publications

(48 citation statements)

References 6 publications

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“…This highlighted that intentions and strategies adopted in this pedagogy were mostly understood by students (Benjamin, 2000). Specific themes such as collaboration, shared knowledge, the value of diverse experiences, perspectives or opinions, the importance of rapport between the educators and increased assistance and modelling team teaching align with the benefits of this approach identified in the literature (Boulay, 2005;Donnison et al, 2009;Farey, 1974;Fuller & Bail, 2011;Haddon, 2011;Mansell, 2006;Shibley, 2006 …”

Section: Figure 5 Team Teaching Themesmentioning

confidence: 99%

“…There is an overlap of some key themes and ideas identified by students in both blended learning and team teaching contexts, which include collaboration, sharing resources and knowledge and modelling the use of technology and team teaching as a basis for their own teaching practice. It was indicated that experiences with blended learning and team teaching increase the overall focus on learning and improved students' engagement (Donnison et al, 2009;Fuller & Bail, 2011;Haddon, 2011;Lim & Yoon, 2008;Shibley, 2006). The overall positive outcomes demonstrated can be further illuminated by identifying areas of consistency and contrast in the student experience from year to year.…”

Section: Student Responses N = 88mentioning

confidence: 99%

“…It also allows for more immediate feedback to students (Fuller & Bail, 2011;Haddon, 2011), both online and in the classroom. Significantly, tertiary team teaching may also support an increased focus on the learning instead of just accumulating knowledge (Shibley, 2006) leading to improved student engagement (Donnison, Edwards, Itter, Martin, & Yager, 2009). The presence of two or more teachers provides a wider range of teaching ideas and pedagogy, which have a positive impact on students (Haddon, 2011).…”

Section: Team Teachingmentioning

confidence: 99%

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Blended learning and team teaching: Adapting pedagogy in response to the changing digital tertiary environment

Crawford¹,

Jenkins²

2016

AJET

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Increased accessibility of advanced technology, the targeted use of online learning platforms, student flexible learning expectations and the pressures of faculty budget constraints and priorities have called into question the effectiveness of traditional tertiary teaching and learning models. The tertiary education context must evolve at a pace consistent with the growing expectations and requirements of an innovative society. A teacher-led research project was devised to navigate through some of the complexities and implications associated with necessary pedagogical change in response to the transitioning digital tertiary environment. The development and implementation of blended learning and team teaching strategies were introduced into the pedagogy of a tertiary pre-service teacher education methods class. This paper reports on three sequential years of findings, which will explore student understandings of blended learning and team teaching and the overall impact they had on their learning in this context.

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Section: Figure 5 Team Teaching Themesmentioning

confidence: 99%

Section: Student Responses N = 88mentioning

confidence: 99%

Section: Team Teachingmentioning

confidence: 99%

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Blended learning and team teaching: Adapting pedagogy in response to the changing digital tertiary environment

Crawford¹,

Jenkins²

2016

AJET

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“…This would also be useful for students and team members who would have a better understanding of what they can expect from each other and once again point queries in the right direction. The critical importance of careful planning, close collaborative working, which includes the clear definition of responsibilities is also echoed and supported in numerous other team teaching focused studies (Shilbey 2006;Dugan and Letterman 2008;Nevina, Thousand et al 2009;Coker 2014). Shilbey (2006), for example, highlights the importance of planning out team roles, clearly defining team member responsibilities and investing significant time and effort into planning as being key factors in successful delivery of team-taught course content.…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

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

Money

Coughlan

2016

High Educ

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Team teaching is becoming more common in undergraduate programmes of study although the relative merits to the more traditional individually taught courses have not been determined for best practice. For this study, 15 final-year undergraduate computer science students were interviewed to gain insight into their learning experiences. A thematic analysis of the interview data identified the perceived advantages and disadvantages of each mode of teaching. The advantages of individually taught courses included: consistency of content delivery and advice, familiarity with the lecturer's teaching style and better continuity of the subject content. The disadvantage of individually taught modules included missing knowledge, compared to a team approach. Advantages of team-taught modules included: greater insight into a topic delivered by multiple team members. Disadvantages included: content overlap, conflicting messages relating to assessment, team members not taking ownership of their roles and responsibilities and a belief that overall team failure is worse than individual failure to deliver a module well. The results revealed that individually taught modules were generally preferred to team-taught modules. A set of best practice recommendations are proposed to address the challenges when delivering team-taught teaching and become more student focused.

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“…It is vital for the instructors to put in extra time teaching each other about their disciplines, developing and refining course structure, and monitoring the student experience throughout the course [7,8,11,12]. Clear communication of their individual course objectives during the planning and implementation phases ensures both instructors achieve their learning goals [10].…”

Section: Introductionmentioning

confidence: 99%

Building Teaching Collaborations across Disciplines

Keshwani¹,

Adams²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Current engineering curricula provide few opportunities for students to interact with their peers in other disciplines. However, the engineering profession, and society as a whole, is becoming more and more integrated requiring communication skills for discussing a variety of topics with a variety of audiences. Engineering students need opportunities to practice communicating technical information with non-technical audiences. One way for engineering instructors to facilitate these opportunities is to collaborate with faculty in non-technical disciplines. Developing and sustaining cross-disciplinary learning experiences requires collaborating instructors to model strong communication and team-working skills for their students. The objective of this paper is to discuss best practices for incorporating cross-disciplinary experiences for students into engineering coursework. This paper describes the implementation of a cross-disciplinary experience between engineering and elementary education students. Lessons learned by the course instructors and the subsequent adjustments to the project implementation are discussed in the hopes that future instructors of cross-disciplinary experiences will benefit.

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Interdisciplinary Team Teaching: Negotiating Pedagogical Differences

Cited by 62 publications

References 6 publications

Blended learning and team teaching: Adapting pedagogy in response to the changing digital tertiary environment

Blended learning and team teaching: Adapting pedagogy in response to the changing digital tertiary environment

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

Building Teaching Collaborations across Disciplines

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