Planning and Implementing Shared Teaching: An MBA Team-Teaching Case Study

Helms, Marilyn M.; Alvis, John M.; Willis, Marilyn

doi:10.3200/joeb.81.1.29-34

Cited by 51 publications

(44 citation statements)

References 17 publications

(18 reference statements)

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“…1. Supportive teaching or the participant-observer model (Helms, Alvis and Willis, 2005) involves both teachers at the same time, but with different roles: one teaches and the other observes and interacts only when questions are asked. Within the Music Analysis course, the observer role can be held by a teacher of the same specialty or by a teacher with solid competences in this direction, but specialised in a related discipline (stylistics, aesthetics, harmony, counterpoint, composition, etc.).…”

Section: Types Of Team Teaching That Can Be Applied Within the Music mentioning

confidence: 99%

“…Team Teaching or the interactive model (Helms, Alvis and Willis, 2005)team members participate together at the actual lecture or the planned activities, with a maximum degree of involvement and in a permanent dialogue with the students. The variant of this type of teaching team is tag-team teaching or the rotational model (Helms, Alvis and Willis, 2005), in which only one of the teachers, each one in turn, meets with the whole class to cover a certain segment of the course, specific to his specialty. The method lacks the benefit of dialogue and engagement in a real team.…”

Section: Types Of Team Teaching That Can Be Applied Within the Music mentioning

confidence: 99%

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8. Possible Approaches to the Concept of Collaborative Teaching in the “Music Analysis” Course. Benefits and Challenges

Vlahopol

2018

Review of Artistic Education

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The concept of Collaborative Teaching is one of the innovative approaches to learning, which has changed the view of traditional teaching methods by involving two or more teachers in training a single group. The process involves a variety of flexible teaching methods that meet the learning needs of all students, while developing their communication, collaboration, critical thinking and creativity skills. Artistic education in the university environment contains two main biases, theoretical and practical (performance), which are divergent in the way of manifestation and collaboration between teachers. The applicability of the concept of Co-Teaching in performance is relatively intuitive, with a sporadic concretisation and no visible results in students' evolution. As regards the theoretical part of the musicians, the collaboration in the teaching process could be an important tool for correlating the information obtained at different disciplines in different fields (harmony, counterpoint, music history, folklore, aesthetics, stylistics, music theory, music analysis, etc.), but also to actively acknowledge the importance of a complex vision on the formation of a complete musician.

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Section: Types Of Team Teaching That Can Be Applied Within the Music mentioning

confidence: 99%

Section: Types Of Team Teaching That Can Be Applied Within the Music mentioning

confidence: 99%

8. Possible Approaches to the Concept of Collaborative Teaching in the “Music Analysis” Course. Benefits and Challenges

Vlahopol

2018

Review of Artistic Education

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“…Студенты университета, получившие при обучении командой преподава-телей позитивный опыт, оценили наличие дискуссии между преподавателями [18]. Другие позитивно переживаемые моменты, такие как обсуждения со сту-дентами и тематические исследования, непосредственно не объясняются пре-подаванием в команде.…”

Section: школьная успеваемостьunclassified

eam teaching: review of international empirical research ii

Brühlmann¹,

Hildebrandt²,

Marty³

2016

Lifelong Education: The XXI Century

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“…Õppijates võivad segadust tekitada erinevused tagasisidestamises (Leavitt, 2006) või õppejõudude pedagoogilistes võtetes (Bullough et al, 2003;Kamens, 2007). Segadusi saab osaliselt vältida, kui õppijad teavad juba kursusele tulles, mis õppemetoodikat aines kasutatakse (Gaytan, 2010;Helms, Alvis, & Willis, 2005). Õppejõud on meeskonnatöö takistusena esile toonud suurt suhtlemiskoormust ning kohatisi vaidlusi, mis teadustöös on edasiviivad, kuid mis võivad õppetöös tudengite jaoks segadust tekitada (Liebel et al, 2017;Stewart & Perry, 2005).…”

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Koostöine õpetamine ülikoolis: õppejõu ja assistendi vaade

Lõhmus¹,

Narits²,

Ugur³

2019

EHA

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Märksõna koostöö on kõrghariduse võlu- ja võtmesõna, mis aitab toime tulla piiratud ressursside ning kasvava konkurentsiga. Ühise õpetamise vorme on kõrgkoolides kasutusel palju, alates loengute jagamisest eri õppejõudude vahel kuni õpetamiseni võrdselt vastutavate ja panustavate partneritena dialoogi pidades. Artiklis kirjeldatakse ja analüüsitakse Eleri Lõhmuse ja Henry Naritsa koosõpetamise kogemust audiovisuaalse produktsiooni praktilisel kursusel Tartu Ülikooli ühiskonnateaduste instituudis 2018. aasta sügissemestril. Artikkel põhineb autoetnograafiliselt dokumenteeritud materjalil, mida Lõhmus ja Narits kogusid ühistöö käigus. Artikli kolmas autor tegi intervjuud üliõpilastega, et lisada autoetnograafilistele tähelepanekutele õppija vaatepunkt. Kogutud empiirilise materjali analüüs osutab, et koosõpetamine kõrgkoolis on efektiivne ja arendav kõigile osalistele, aga õppetöö õnnestumine sõltub planeerimis- ja refleksioonioskustest ning vajab praegusest rohkem formaalset tuge. Summary

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Planning and Implementing Shared Teaching: An MBA Team-Teaching Case Study

Cited by 51 publications

References 17 publications

8. Possible Approaches to the Concept of Collaborative Teaching in the “Music Analysis” Course. Benefits and Challenges

8. Possible Approaches to the Concept of Collaborative Teaching in the “Music Analysis” Course. Benefits and Challenges

eam teaching: review of international empirical research ii

Koostöine õpetamine ülikoolis: õppejõu ja assistendi vaade

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