Research on the effects of team teaching upon two secondary school teachers

Jang, Syh-Jong

doi:10.1080/00131880600732272

Cited by 66 publications

(45 citation statements)

References 16 publications

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“…According to Anderson and Speck, in team teaching a dialogic learning environment emerges in which multiple perspectives are supported and respected. In a study of Grade 8 mathematics, Jang (2006) defined team teaching as involving, "two or more professors whose primary concern is the sharing of teaching experiences in the classroom, and co-generative dialoging with each other" (p. 177). These practices are similar to Roth and Tobin's (2005) description of coteaching indicating that contemporary team teaching and coteaching share values about teaching that might not be the values of tag teaching.…”

Section: Research Literature On Coteachingmentioning

confidence: 99%

Coteaching and Disturbances: Building a Better System for Learning to Teach Science

et al. 2010

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Science education research has examined the benefits of coteaching for learning to teach in elementary and secondary school contexts where coteachers bring variable levels of experience to the work of coteaching. Coteaching as a pedagogical strategy is being implemented at the university level but with limited research. Drawing from the field of activity theory and our emic experience as coteachers, we examine the enactment of coteaching in university science education courses. One of the tools central to our examination of coteaching included the analysis of disturbances in the work and object of preparing science teachers. This analysis highlighted the role, during discursive interactions, of problem posing and problem solving for addressing observed disturbances. The presence of an extra instructor provided increased opportunities in the system for recognizing and valuing disturbances as indicators of underlying contradictions or tensions in elements of the activity system of the learning and teaching of science teachers. Our analysis suggests that coteaching offers expanded opportunities for the evolution of the activity system of preparing science teachers.

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Section: Research Literature On Coteachingmentioning

confidence: 99%

Coteaching and Disturbances: Building a Better System for Learning to Teach Science

et al. 2010

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“…В качестве важного фактора снова и снова об-наруживается общее планирование и подведение итогов как необходимые условия для успешного преподавания в команде [10; 11; 24; 27; 40; 43]. Это требует поддержки школьного руководства и администрации [21]. Педагоги, преподающие в команде, должны быть разгружены по времени, чтобы иметь достаточный объем времени для совместного планирования и соответственно возможности совместного обучения и развития [11; 46].…”

Section: школьная успеваемостьunclassified

“…Если учащиеся фиксируют различные учебные стратегии, в том числе управления классом, и противопоставляют тем самым учителей, это является специфической проблемой [21], которая, однако, решается с помощью профес-сионального сотрудничества и может привести к развитию процесса обучения. Так как учителя, как правило, не раскрывают свои стратегии обучения и не по-лучают по ним обратную связь, только в контексте оценок со стороны руковод-ства школы рефлексия этой двойственной ситуации может быть полезной [21].…”

Section: школьная успеваемостьunclassified

“…Так как учителя, как правило, не раскрывают свои стратегии обучения и не по-лучают по ним обратную связь, только в контексте оценок со стороны руковод-ства школы рефлексия этой двойственной ситуации может быть полезной [21].…”

Section: школьная успеваемостьunclassified

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eam teaching: review of international empirical research ii

Brühlmann¹,

Hildebrandt²,

Marty³

2016

Lifelong Education: The XXI Century

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“…In short, co-teaching is a specific service delivery option that is based on collaboration (Friend & Cook, 2003). According to Jang (2006), team teaching involves two or more teachers whose primary concern is the sharing of teaching experiences in the classroom, and co-generative dialoguing with each other and in doing so, they take collective responsibility for maximizing learning to teach, or becoming better at teaching, while providing enhanced opportunities for their students to learn. It is believed that co-teaching is the reality of the 21st century in business, in industry, in healthcare, in science, in social services and emphatically in education (Friend, 2006).…”

Section: Introductionmentioning

confidence: 99%

Understanding the Implication of Co-teaching in a Post-graduate Classroom

Dhanapal

Kanapathy²

2014

JET

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Co-teaching has evolved rapidly as an innovative and potentially effective teaching strategy. Despite considerable enthusiasm expressed on co-teaching as a teaching strategy, the complexity of conceptualizing and studying collaboration at the post-graduate level is still at its infancy. The purpose of this research is to study the implication of co-teaching upon post-graduate students. Twenty-two full-time secondary school teachers who attended a masters' program and the faculty members who taught them responded to surveys about their knowledge and comfort with co-teaching. Data was collected and analyzed qualitatively. The focus was to understand the perceptions of participants on co-teaching at the post-graduate level. These data was collaborated with video recording of the lessons, classroom observation by the researchers and a report written by a neutral observer for the institution. Findings indicate that co-teaching is a useful strategy for the post-graduate level despite the presence of challenges.

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Research on the effects of team teaching upon two secondary school teachers

Cited by 66 publications

References 16 publications

Coteaching and Disturbances: Building a Better System for Learning to Teach Science

Coteaching and Disturbances: Building a Better System for Learning to Teach Science

eam teaching: review of international empirical research ii

Understanding the Implication of Co-teaching in a Post-graduate Classroom

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