Abstract
Team teaching has been defined many a time in a variety of contexts, however, it is increasingly taking centre stage in addressing the gaps in student learning and a platform for generating a multiplicity of ideas. Our view of learning lies in the belief that it is a product of instructors’ multiple perspectives and teaching experiences. The purpose of this study is to investigate the effectiveness and provide synthesis on the inherent benefits of Team Teaching and how it positively contributes towards students’ critical thinking skills, learning experiences and engagement. We believe knowledge construction is an outcome of a collaborative effort between teachers and students. This supports our choice of constructivist theory of learning as being an ideal lens for understanding team teaching and its benefits to leaners and teachers. Thus, the availability of multiple explanations from the teaching team allows elaboration of key aspects of the module or course and beyond. Arguably this has a facilitative effect on learning (i.e., allows for knowledge development) through provision of reflection and timely feedback compared to delayed feedback which potentially hinders learning. The results of this study show that through motivating students, providing clear communication, and involving students in the learning process, deeper engagement is needed. This is facilitated and enhanced by adopting a team-teaching pedagogical approach. This study contributes towards our understanding of students’ learning and that pedagogically, the fundamental efficacy of education requires that learners be served with knowledge that is effective.
Presenters
Ailson De MoraesSenior Lecturer (Associate Professor), Royal Holloway School of Business and Management, University of London, Surrey, United Kingdom
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Constructivism, Team-teaching, Collaborative-teaching, Pedagogy
