Team Teaching and Team Learning: SSM Applied to the Team-Taught Classroom

Pearce, Daniel Roy

doi:10.1007/978-981-13-6272-9_8

Cited by 4 publications

(5 citation statements)

References 16 publications

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“…Peace [8] defines team teaching as a strategy used in the classroom to enhance student engagement and learning outcomes. Along similar lines, Graham [9] elucidates that team teaching involves educators working together to plan, deliver, and evaluate instruction.…”

Section: Background To the Studymentioning

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: Background To the Studymentioning

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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“…Meskipun pengajaran berpasukan mempunyai banyak kelebihan, terdapat juga sesi pengajaran berpasukan yang tidak berjaya. Antara penyebab kegagalan tersebut termasuklah kurang persefahaman antara guru (Rao & Chen, 2020), masalah peribadi dan berlainan budaya (Pearce, 2019), pihak sekolah tidak memberikan ruang yang secukupnya untuk guru mengatur strategi pengajaran berpasukan sebelum melaksanakan sesi pengajaran (Murawski, 2019), kurang pengetahuan dan kemahiran berkolaboratif atau kerja berpasukan (Dellicarpini, 2018), tidak cekap berbahasa dan berkomunikasi (Ng, 2015). Tidak ada jalan yang mudah untuk menyelesaikan masalah yang wujud dalam pengajaran berpasukan.…”

Section: Pengajaran Berpasukanunclassified

“…Hal ini dikatakan demikian kerana setiap masalah adalah unik. Oleh itu, setiap guru harus mencari keseimbangan antara konflik, kepercayaan dan nilai agar pengajaran berpasukan berjaya dilaksanakan (Pearce, 2019).…”

Section: Pengajaran Berpasukanunclassified

Strategi Komunikasi Pengajaran Berpasukan Secara Maya Dalam Pengajaran Dan Pembelajaran Bahasa: Analisis Video Youtube Terpilih

Zainal

Noor

2023

Malaysian Journal of Learning and Instruction

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Tujuan – Kajian literatur mendapati bahawa elemen komunikasi amat penting bagi menjayakan proses pengajaran berpasukan dan pelbagai strategi komunikasi yang dipraktikkan oleh guru-guru ketika melaksanakan pengajaran berpasukan secara bersemuka di dalam bilik darjah. Namun begitu, belum terdapat perbincangan yang mendalam tentang strategi komunikasi pengajaran berpasukan secara maya, khususnya yang dilaksanakan secara penstriman langsung di YouTube. Sehubungan itu, kajian ini dijalankan untuk mengenal pasti dan menganalisis tema strategi pengajaran berpasukan secara maya dalam pengajaran dan pembelajaran (PdP) bahasa oleh guru sekolah rendah (SR), sekolah menengah rendah (SMR) dan sekolah menengah atas (SMA), khususnya ketika mengendalikan PdP Bahasa Melayu. Kajian ini juga akan menjelaskan pola penggunaan strategi pengajaran berpasukan secara maya dalam PdP bahasa oleh guru SR, SMR dan SMA berpandukan tema dan subtema yang telah dikenal pasti. Metodologi – Kajian kualitatif ini berbentuk kaedah tidak menonjol menggunakan teknik persampelan mudah. Sampel kajian ialah tiga video YouTube pengajaran berpasukan secara maya bagi mata pelajaran Bahasa Melayu yang mewakili SR, SMR dan SMA. Pemilihan tiga video YouTube tersebut dibuat berpandukan lima garis panduan penyediaan, penilaian dan pemerhatian pembelajaran bahasa di YouTube yang diperkenalkan oleh Alhamami. Perisian ATLAS.ti digunakan bagi membuat pemerhatian mudah dan analisis tematik. Proses analisis dilakukan melalui enam fasa, iaitu membiasakan dengan data, menjana kod awal, mencari tema, menyemak tema, menentukan dan menamakan tema, serta menyediakan laporan. Dapatan – Hasil kajian menunjukkan bahawa terdapat tujuh tema strategi pengajaran berpasukan secara maya yang dipraktikkan oleh guru-guru, iaitu strategi membuat teguran, strategi memohon dan memberikan bantuan, strategi menarik perhatian pelajar, strategi mengawal situasi, strategi menyatakan penghargaan, strategi pengayaan maklumat dan strategi rendah hati. Signifikan – Melalui kajian ini, guru-guru dapat memantapkan pengajaran berpasukan secara maya yang akan dilakukan oleh mereka pada pasca-Covid-19 nanti dengan mengaplikasikan ketujuh-tujuh tema strategi komunikasi tersebut. ABSTRACT Purpose – The literature study found that the communication element is crucial for the success of the team teaching process and various communication strategies practised by teachers when implementing face-to-face team teaching in the classroom. However, there has not been in-depth discussions on virtual team teaching communication strategies, particularly those implemented via live streaming on YouTube. Accordingly, this study identified and analysed themes of virtual team teaching strategies in language teaching and learning (TnL) by language teachers at primary schools (PS), lower secondary schools (LSS) and upper secondary schools (USS). This study will also explain the pattern of use of virtual team teaching strategies in language TnL by PS, LSS and USS teachers based on identified themes and subthemes. Methodology – This qualitative study adopted an unobtrusive method using purposive sampling technique. The sample consisted of three YouTube videos on virtual team teaching for the subject, Bahasa Melayu that represented PS, LSS and USS. The selection of the three YouTube videos was made based on five guidelines for the preparation, evaluation, and observation of language learning on YouTube introduced by Alhamami (2013). ATLAS.ti software was used to perform simple observations and thematic analysis. The analysis process was conducted in six phases, namely familiarizing with the data, generating initial codes, finding themes, reviewing themes, determining and naming themes, and preparing reports. Findings – The results identified seven themes of virtual team teaching strategies practised by teachers, namely reprimand strategy, request and provide assistance strategy, attract student attention strategy, situation control strategy, showing appreciation strategy, information enrichment strategy and humility strategy. Significance –Teachers can strengthen virtual team teaching through this study by applying the seven themes in communication strategies which will be conducted during post Covid-19.

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“…In Content and Language Integrated Learning (CLIL) the target of lessons is naturally a different field (such as history or biology), and instruction in such lessons is often shared between a content specialist and a language specialist (Pearce, 2019). Miyazaki International College used this form of team teaching for the first time.…”

Section: Collaborative Interdisciplinary Team Teaching (Citt)mentioning

confidence: 99%

Online Team Teaching as the Predictive Power of Iranian EFL Learners’ Grammar Achievement

Sabaghi,

Tabatabaee-Yazdi

2023

Innovare J Edu

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As one of the recent and motivating teaching methods, this research aimed to study team teaching as its focus. The study investigated any significant effect of team teaching on English as a Foreign Language (EFL) Iranian learners’ grammar. Two classes of 25 learners (Experimental and control groups) were held. In these classes, 10 grammar tenses were chosen by the institute through learners’ weaknesses, such as present simple, present continuous, past simple, past continuous, and perfect tenses. Two teachers participated in this study, one as the main teacher responsible for teaching the materials and the assistant teacher responsible for doing the activities, answering learners’ questions, checking learners’ homework, and giving feedback to them. A grammar test was administered as the pre-test and post-test for both groups. The pre-test was taken before the 10 sessions and the post-test was taken after finishing the 10 sessions. The researcher analyzed both groups’ scores and the results indicate a significant positive effect of team teaching on the experimental group, signifying that the study’s treatment was statistically and significantly effective. Moreover, no significant difference was found between boys and girls in students’ grammar success as a result of team teaching.

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Team Teaching and Team Learning: SSM Applied to the Team-Taught Classroom

Cited by 4 publications

References 16 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

Strategi Komunikasi Pengajaran Berpasukan Secara Maya Dalam Pengajaran Dan Pembelajaran Bahasa: Analisis Video Youtube Terpilih

Online Team Teaching as the Predictive Power of Iranian EFL Learners’ Grammar Achievement

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