Student appraisals of collaborative team teaching: A quest for student engagement

doi:10.37074/jalt.2023.6.1.26

Cited by 3 publications

(6 citation statements)

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“…These factors collectively shape teachers' perceptions of team teaching, highlighting the importance of collaborative and supportive environments for successful implementation. Moreover, most teachers interviewed were in one accord that the availability of resources and support from school leadership play significant roles in enabling teachers to implement team teaching effectively [53][54][55][56]. This is also supported by Mohan et al [47] that administrative support ensures resources and guidance are available for successful team teaching [57,58].…”

Section: Research Question 1 -What Are the Teachers' Beliefs/attitude...mentioning

confidence: 99%

Examining Teachers' Perspectives on Implementing Team Teaching in a Secondary School Setting in Leribe, Lesotho

Mokhets’engoane,

Mokati,

Kurata

2024

Asian J. Educ. Soc. Stud.

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As secondary education globally continues to evolve, teachers are confronted with the ongoing challenge of integrating instructional strategies that best suit the interests of 21st-century students. In navigating this educational shift and trying to enhance the learning experiences of students in contemporary classrooms, team teaching has emerged as a pedagogical approach that fosters collaboration among educators. This qualitative case study investigated teachers' perspectives on implementing team teaching in a secondary school setting in Lesotho. Guided by Albert Bandura's Social Cognitive Theory, the study explored two primary research questions: (1) What are the teachers’ beliefs/attitudes towards team teaching instructional strategy? (2) What are the factors that contribute to teachers' perceptions of the effectiveness and feasibility of team teaching? A purposive sample of eight teachers participated in the study. Findings revealed that teachers hold positive attitudes towards the implementation of team teaching, citing benefits such as student engagement, effective differentiated instruction, and improved academic performance among others. Moreover, factors contributing to teachers' perceptions of team teaching effectiveness included collaboration, team spirit, trust, and administrative support. The study recommends Continuous Professional Development (CPD) to equip teachers with the necessary skills and strategies for effective team teaching and the researchers also recommend implementing mechanisms for ongoing evaluation and feedback to assess the effectiveness of team teaching initiatives.

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Section: Research Question 1 -What Are the Teachers' Beliefs/attitude...mentioning

confidence: 99%

Examining Teachers' Perspectives on Implementing Team Teaching in a Secondary School Setting in Leribe, Lesotho

Mokhets’engoane,

Mokati,

Kurata

2024

Asian J. Educ. Soc. Stud.

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“…Team teaching in higher education is often used as a pedagogic approach and covers a spectrum of practices from mentoring new teachers to planning and delivering learning materials (Minett-Smith and Davis, 2020). Varying terminology exists in the literature, such as collaborative teaching (Gono and de Moraes, 2023), team teaching (Minett-Smith and Davis, 2020) and co-teaching (Lock et al, 2016). However, there is consensus that it involves two or more teachers who share the planning, developing and presenting of course materials (Fuller and Bail, 2011;Morelock et al, 2017;Minett-Smith and Davis, 2020).…”

Section: Teaching Teams In Higher Educationmentioning

confidence: 99%

“…Research show that engagement is a multidimensional phenomenon that incorporates students' behavioural, cognitive and emotional engagement (Reeve, 2013;Gono and de Moraes, 2023). The principle of encouragement and engagement often intersects with interaction and active learning (Prince et al, 2020).…”

Section: Student Engagement and Encouragementmentioning

confidence: 99%

“…However online and remote formats can often present unique pedagogical challenges that are absent from conventional face-to-face teaching (Moorhouse and Kohnke, 2022). The most significant of these is the requirement for collaborative team teaching that can enhance student engagement and community among distance learners and their educators (Gono and de Moraes, 2023). In view of this, it is important to provide teaching teams with the necessary training and resources to support successful implementation of distance learning (DL) courses at higher education institutions (HEIs).…”

Section: Introductionmentioning

confidence: 99%

“…DE universities have long coordinated and distributed roles among lecturers, tutors, technology specialists and subject matter experts (Mason, 2002;Badia et al, 2017;Black, 2018). Coordinated team approaches in course design and delivery allow for collective expertise while embracing diversity of approaches and opinions (Gono and de Moraes, 2023). Collaborative team approaches enable DE universities to operate at scale while addressing the academic and socioemotional needs of adult DE students (Daniel, 2019).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Teaching roles and communication strategies in interactive web broadcasts for practical lab and field work at a distance

Brown,

Collins,

Braithwaite

2023

Front. Educ.

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Despite the widespread use of synchronous technologies in online and distance learning environments, it is still challenging for distance educators to use effective pedagogical strategies and ensure the best possible interaction for undergraduate students. Within science disciplines, teaching and learning are particularly challenging due to not being co-located with actual experimental equipment in laboratory or field settings. Compared to face-to-face practical work, socio-emotional challenges can exist in distance practical work. For instance, face-to-face settings make feedback, rapport and relationship-building more readily available whereas interaction and support may be hampered, delayed, or require frequent fostering in an online or distance learning environment. Several interactive learning environments can mitigate these challenges. For example, students and lecturers can converse in real-time using webcasting technologies as a way to observe practical work and enhance cognitive and affective engagement. Team-teaching and effective communication strategies can provide pedagogical and social synergy as well as increased student interaction and engagement. This study investigates the teaching roles and communication strategies teaching teams used in interactive web broadcasts across five undergraduate practical science and technology modules at a distance-learning university. Using a qualitative approach, the study used interaction analysis methods to analyse 14 web broadcast transcripts and text-chat logs. Focus groups, semi-structured interviews and questionnaire data from the teaching teams and students were conducted to gain a fuller picture of experiences using and engaging with web broadcasts. Results show that affective communication strategies predominated the web broadcasts although the most frequent was a cognitive strategy. The use of these strategies varied depending on the role that the teaching team occupied during the web broadcasts. Triangulation, which was applied to confirm the results from various methods, showed that the strategies used satisfied the interests and expectations of the students. The results are applicable to other distance and conventional campus-based institutions that offer courses in practical science and technology as well as those that deliver courses via synchronous delivery methods with a focus on student engagement and practical work.

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Student engagement and fostering ownership of learning

2024

JALT

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This research was undertaken to find pedagogical solutions that help teachers design engaging learning activities and assessments. These solutions aim to increase student engagement, encourage them to take responsibility for their learning in practical training and education settings and effect positive classroom change. An action research methodology was utilised for the researchers to learn through action, increase student engagement, and develop professionally and personally. Action research is a family of research methodologies that pursue action (or change) and research (or understanding) simultaneously using a cyclic or spiral process that alternates between action and critical reflection. This methodology involved action, evaluation, and reflection to gather evidence to implement classroom change. The research found that adopting student-centred teaching practices, such as project-based learning and collaborative activities, has substantially improved student involvement with the learning process. The students who participated in the activities showed increased interest, motivation, and active participation in their educational experiences.

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Student appraisals of collaborative team teaching: A quest for student engagement

Abstract: Jo u r n a l o f A p p l ie d Lea r n in g & T e a c h in g JALT http://journals.sfu.ca/jalt/index.php/jalt/index

Cited by 3 publications

References 40 publications

Examining Teachers' Perspectives on Implementing Team Teaching in a Secondary School Setting in Leribe, Lesotho

Examining Teachers' Perspectives on Implementing Team Teaching in a Secondary School Setting in Leribe, Lesotho

Teaching roles and communication strategies in interactive web broadcasts for practical lab and field work at a distance

Student engagement and fostering ownership of learning

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