The Beauty of Teacher Collaboration to Integrate Curricula: Professional Development and Student Learning Opportunities

Eisenman, Laura T.; Hill, Doug; Bailey, R. A.; Dickison, Carrie

doi:10.5328/jver28.1.85

Cited by 13 publications

(12 citation statements)

References 3 publications

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“…Second: collaborative teaching with teachers in social subjects will better integrate teaching to produce better understanding of ethics and values of work. This result was achieved by Clarke and DeNuzzo (2003), when trying collaborative teaching in inclusive classrooms, and by Eisman et al (2003) when examined the participation of academic, vocational and special educators in a year long business school and universitybased institute on integrated training. In addition, collaboration with other teachers might make the PVE teacher more powerful to integrate the subjects because of the confidence in the subject-matter that the teachers' team in the class will possess due to the depth of Al-Saaideh and Nasr-allah Al-Zyoud 2707 knowledge of the teachers of academic subjects who collaborate with the PVE teacher.…”

Section: ) Better Integration Between Vocational and Academic Subjectsmentioning

confidence: 92%

“…In many studies, (Al-saydeh, 2002, Tweisat, 1998, Ahmed and Al-saydeh 2007, it was reported that PVE subjects are delivered only as theoretical content among the main reasons that was the lapses in teachers' abilities. Although it was stated that collaborative teaching requires a long time to have tangible results (Eisman et al, 2003). It was found that collaborative teaching resulted in better mastery of knowledge, particularly in accomplishment of practical tasks (Felder et al, 1996;Goetz, 2000;Syh-Jong, 2008).…”

Section: ) Better Training On Skillsmentioning

confidence: 99%

“…It is also expected that teaching PVE collaboratively could enhance students' engagement in learning because two teachers in the class (or workshop) will monitor the activities and formatively assess the students' progress towards achievement of the learning outcomes. This actually bridges the gap and develops integration between school subjects that could be obtained (Kaufman and Sawyer, 2004;Hoachlander, 1999;Eisman et al, 2003).…”

Section: Problem Of Researchmentioning

confidence: 99%

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Benefits of teaching interdisciplinary subjects collaboratively in Jordanian pre-vocational education

Al-Saaideh¹,

Alzyoud²

2015

Educ. Res. Rev.

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The study aimed to investigate the benefits of teaching pre-vocational education (PVE) through the collaboration of the other teacher with the PVE teacher. The study adopted experimental and descriptive methodologies. An experiment was conducted through collaboration of teachers of different subjects in Pre-Vocational Education (PVE) to teach a class for a full school year (the experimental group), and another class was taught by the PVE teacher only (the control group). The number of students in each class was 35 students. To identify the effect of the experiment from the teachers point of view a semi-structured interview was conducted with each one of the participant teachers, while students responded to an attitudes scale in addition to practical and theoretical achievement tests. Results revealed that collaborative teaching that was undertaken co-operatively by the PVE teacher and teachers of other subjects better improved students' achievement and attitudes towards PVE in comparison to teaching only by the PVE teacher. It was also found that there are other benefits of multiteacher collaboration on the delivery of PVE; among these were: better training on practical skills, better integration with other school subjects, better record of students' progress that is required for guidance purposes, in addition to better time utilization of classes.

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Section: ) Better Integration Between Vocational and Academic Subjectsmentioning

confidence: 92%

Section: ) Better Training On Skillsmentioning

confidence: 99%

Section: Problem Of Researchmentioning

confidence: 99%

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Benefits of teaching interdisciplinary subjects collaboratively in Jordanian pre-vocational education

Al-Saaideh¹,

Alzyoud²

2015

Educ. Res. Rev.

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“…Le concept assez répandu d'« integrated learning » apparaît dans des travaux sur l'interdisciplinarité, le socio-constructivisme, le transfert, l'articulation entre l'apprentissage à l'école et au travail ainsi que l'« experience-based learning » (Boud et Knights, 1996 ;Gibbons et Gray, 2002 ;Eisenman, Hill, Bailey et al, 2003 ;Venville, Rennie et Wallace, 2004). Il rassemble des démarches visant un apprentissage en profondeur (Entwistle, 2003).…”

Section: Des Dispositifs éMergentsunclassified

Apprendre en présence et à distance. Une définition des dispositifs hybrides

Charlier¹,

Deschryver²,

Peraya³

2006

Distances et savoirs

153

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“…Eisenman et al (2003) surmised that the primary focus of all professional development activities should be on student learning and strengthening teachers' instructional practice and content knowledge. Further, professional development activities should extend over time to permit systematic teacher inquiry, unlike the more common and infamous "one shot workshop" approach that provides little opportunity for teachers to develop and reflect on their work.…”

Section: Elements and Models Of Effective Professional Developmentmentioning

confidence: 99%

Career Technical Education Adjunct Faculty Teacher Readiness: An Investigation of Teacher Excellence and Variables of Preparedness

Guerra¹

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The purpose of this research was to examine the relationship between teaching readiness and teaching excellence with three variables of preparedness of adjunct professors teaching career technical education courses through student surveys using a correlational design of two statistical techniques; least-squares regression and one-way analysis of variance. That is, the research tested the relationship between teacher readiness and teacher excellence with the number of years teaching, the number of years of experience in the professional field and exposure to teaching related professional development, referred to as variables of preparedness.The results of the research provided insight to the relationship between the variables of preparedness and student assessment of their adjunct professors. Concerning the years of teaching experience, this research found a negative inverse relationship with how students rated their professors' teaching readiness and excellence. The research also found no relationship between years of professional experience and the students' assessment. Lastly, the research found a significant positive relationship between the vii amount of teaching related professional development taken by an adjunct professor and the students' assessment in teaching readiness and excellence.This research suggests that policies and practices at colleges should address the professional development needs of adjunct professors. Also, to design a model that meets the practices of inclusion for adjunct faculty and to make professional development a priority within the organization. Lastly, implement that model over time to prepare adjuncts in readiness and excellence.

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The Beauty of Teacher Collaboration to Integrate Curricula: Professional Development and Student Learning Opportunities

Cited by 13 publications

References 3 publications

Benefits of teaching interdisciplinary subjects collaboratively in Jordanian pre-vocational education

Benefits of teaching interdisciplinary subjects collaboratively in Jordanian pre-vocational education

Apprendre en présence et à distance. Une définition des dispositifs hybrides

Career Technical Education Adjunct Faculty Teacher Readiness: An Investigation of Teacher Excellence and Variables of Preparedness

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