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Team teaching implementation in engineering education: teacher perceptions and experiences
Abstract
In 2014, Metropolia University of Applied Sciences implemented a fundamental change in its curriculum from small single topic 3–5 credits courses into 15 credits multidisciplinary courses implemented by teacher teams. This paper focuses on how teachers of Information Technology programs experienced the reform. Research data include teacher feedback and opinions that were collected during training sessions and interviews. Team teaching is a substantial change for teachers that raises concerns about time management, getting enough compensation for the work and possible loss of teacher autonomy. However, teacher teams that managed to overcome these challenges saw a variety of benefits in the new approach. Not only was team teaching seen as a means for providing students with the skills they need, but it also was discovered as a way to enhance the teacher’s own professional development.
... Research on teacher collaboration in Engineering Education reveals a great number of different concepts which refer to this same idea, for example, team teaching, co-teaching and collaborative teaching (Vesikivi et al., 2019). According to these authors, team teaching can be defined as two or more teachers planning, instructing and evaluating the learning of a single group of students; co-teaching refers to two or more teachers instructing a multidisciplinary student team in the same classroom; and, collaborative teaching emphasising teacher collaboration and co-operative teaching is used. ...
... According to these authors, team teaching can be defined as two or more teachers planning, instructing and evaluating the learning of a single group of students; co-teaching refers to two or more teachers instructing a multidisciplinary student team in the same classroom; and, collaborative teaching emphasising teacher collaboration and co-operative teaching is used. However, despite the number of teachers involved and their role in the teaching and learning process, these authors argue that "the definition of team teaching should be based on the pedagogical approach and grounded in learning theory" (Vesikivi et al., 2019). ...
... • need for kindness and respect for others, forming relationships, care about others, make good decisions, behave ethically, avoid negative behaviour and overcoming biases; • powerful and transformative nature of PBL, in terms of shifting existing frames of references; • need to be conscious of their roles as agents of change in the communities they worked in. (Vesikivi et al., 2019) • opportunity to develop their teaching skills • helps teachers in forming a holistic understanding of subject matters and their relations. ...
This paper discusses collaboration between teachers in project-based learning (PBL) environments in the engineering context. PBL is a challenging active learning methodology, not only for students but also for teachers. Challenges for teachers include, for example, the need to search for new knowledge demanded by the PBL project theme and the difficulty of aligning their own disciplinary area with interdisciplinary areas in a project. PBL compromises common assumptions of teachers, such as the considerable control over the classroom, reliance on their expert knowledge, predictable programmes to teach, the course assessment, the individual work, among others, whereas, probably, the most challenging aspect of PBL from a teacher perspective is teamwork of the teaching team. Teacher may well feel uncomfortable with sharing knowledge and being exposed and/or assessed by their students and peers. At the same time, PBL requires teachers to think about student achievement and success in first place instead of using more mono-disciplinary course based approach. In this paper, the authors will present evidence through literature review and experience in PBL contexts that such collaboration is highly recommended, if not mandatory, for the PBL success. The paper will also advocate that teacher collaboration is important as an example for students to engage in collaboration.
... Although there are many challenges in the implementation of collaborative teaching, it requires a lot of pre-conditions and attainments to effective practice (Vesikivi et al., 2019) and may be implemented through different ways with at least two teachers (Walker & Eliot, 2018;Hargreaves and O'Connor, 2018). Walker and Eliot (2018) showed that collaborative teaching requires to be implemented by the educators with all attainments of it in jointly such plan lessons and units together all around the instruction. ...
... Researches showed that collaboration between or among educators happened in terms of planning, lessons, delivering, monitoring, assessing, evaluating to instruct a course or teaching assignment at classes whereas educators should have full freedom to design the approach whatever it is in need at the teaching matter as well the working atmosphere (Hargreaves and O'Connor, 2018). Vesikivi et al. (2019) experienced challenges in implementing the collaborative idea that many teachers had the lower willingness or loose collaboration, lack of instructional orientation, required more time than individual teaching. Khabiri and Marashi (2016) noticed that collaborative teaching required administrative good initiative and engagement, logistic supports, teachers' proper orientation or training, and adequate joint efforts that were the challenges in practicing the teaching approach. ...
... Collaborative and reciprocal teaching-learning modes of constructivist approach are still beyond the ambit of practice in the Bangladesh education system to mention what may appear challenges to both the educators as well as the students (Vesikivi et al., 2019;Glazier, 2015). Teachers may found collaborate very few to mention and teachers may feel the unwillingness to work, traditional teaching culture, shortage of teachers, teachers' non-academic engagement may also be some common challenges to remark (Fennick & Liddy, 2001). ...
The paper discussed on how a social issue could be taught in the effective way using the Collaborative and Reciprocal Teaching approach in higher education. The paper reviewed the relevant literature and a portrayed several lesson plans for the influential implementation of the teaching method. The study also anticipated the potential challenges and offered policy recommendations.
... Teachers working together is definitely not a new phenomenon. Several concepts have been used to study this, such as teacher collaboration (Vangrieken et al. 2015), team teaching (Vesikivi et al. 2019), and co-teaching (Rytivaara and Kershner 2012). Teacher collaboration is an umbrella concept covering several aspects of teachers working together, not just teaching. ...
... Teaching together may build collegial relationships, foster mutual respect, and in the case of interdisciplinary teaching, gain new insights, and build bridges across disciplines. Thus, co-teaching allows the teachers to grow professionally (Vesikivi et al. 2019;Bacharach et al. 2008;Thousand et al. 2006). More specifically, it has been reported that co-teaching in an online environment helps to meet the needs of the online learners in a more timely and efficient manner, and provides greater satisfaction to both students and teachers. ...
... For instance, teachers appreciated the opportunity to network with other teachers and discuss pedagogical issues with each other. This result corroborates the earlier studies on the focal advantages of co-teaching (Vesikivi et al. 2019;Bacharach et al. 2011;Bacharach et al. 2008;Thousand et al. 2006;Cook and Friend 1995). The teachers also appreciated the opportunity to learn how the other teachers utilized technology in their teaching. ...
In response to recent societal trends and growing demand for online education, several higher education institutions are building online curriculums and collaborating in teaching. There is an extensive body of literature of student experiences in online teaching, but more research is needed on teacher experiences, especially when courses are co-taught across universities. To examine the advantages and challenges of co-teaching in large-scale online courses, we collected survey and interview data during 2017-2019 from 16 teachers who have been teaching in
the national “LITO - basic business studies” online module. Based on a qualitative analysis, the advantages and challenges were classified into three distinct categories: teacher, student, and university levels. All in all, numerous important benefits were identified, with peer-support, sharing, and networking being among the more significant ones. Organizational support for co-teaching was identified as being a critical factor enabling the benefits.
Link to the article: http://njb.fi/wp-content/uploads/2020/12/3_3-20_Eriksson_et_al.pdf
... Conference Key Areas: engineering skills; innovative teaching and learning methods; how learning spaces support innovative teaching and learning Entrepreneurial competencies entail having knowledge of how teams work, as well as how they are managed, in order to be successful; whether in virtual or face-to-face environments [1]. Consequently, it is essential that students learn to work in alignment with their peers if they are to deal with the complex and unpredictable problems presented by the engineering world. ...
... In 21 st century engineering, technical subject knowledge is of limited value on its own and must be accompanied with these interpersonal skills as part of the full graduate package. Teamwork is particularly important where innovation and entrepreneurial knowledge are highly valued, and therefore, one of the primary duties of current university institutions is to fulfil these prime industry demands [1]. 1 Given its theoretical principles which hold that students must work collaboratively if they are to sufficiently develop solutions to the problem tasks at hand, it is important to examine the working patterns involved in PBL [3]. The present work specifically investigates how students deal with difficult -and often inevitable -situations arising in PBL tutorials. ...
... Teamwork is particularly important where innovation and entrepreneurial knowledge are highly valued, and therefore, one of the primary duties of current university institutions is to fulfil these prime industry demands [1]. 1 Given its theoretical principles which hold that students must work collaboratively if they are to sufficiently develop solutions to the problem tasks at hand, it is important to examine the working patterns involved in PBL [3]. The present work specifically investigates how students deal with difficult -and often inevitable -situations arising in PBL tutorials. ...
Teamwork is a requirement in any engineering job and is particularly important where innovation and entrepreneurial knowledge are highly valued. In 21st century engineering, technical subject knowledge is of limited value on its own and must be accompanied with interpersonal skills as part of the full ‘graduate package’. Problem-based learning (PBL) is said to enable the development of skills such as teamwork and communication, though how this actually occurs is only minimally understood. Interpersonal complications (e.g. disagreements and social loafing) within teamwork can undermine the success of PBL, so we must understand how students self-manage social problems (if at all). Common practice in institutions lacking in teaching manpower, this work investigates the social processes involved in floating facilitator/tutorless PBL. Through a Conversation Analytic approach, we centre on these tutorless, video-recorded interactions of 33 students (comprising 6 PBL groups) in a Chemical Process Design module, elucidating the mechanics of how group conflict is negotiated. The analyses illuminate the complexities of PBL interactions identified from the wider data corpus in that, although the tutor figure was absent for the vast majority of the sessions, each of the groups within the corpus demonstrated considerable adaptability to the unfamiliarity of the floating facilitator PBL model, drawing upon a wide range of discursive strategies (e.g. invoking institutional power) in doing so. These results are presented and their implications for teaching practice discussed, with the aim to establish mechanisms by which students can be supported better in teamwork situations through this naturalistic, ‘real-life’ data.
... Each module is taught by a different professor specializing in that field. Study shows co-teaching helps highlight the strengths and compensate weaknesses of individual instructors and enables instructors to integrate diverse subject matter knowledge in one course (Vesikivi, 2019). This paper will use Module 2 as an example to explain how we design each module. ...
... Co-teaching, also called collaborative teaching, is a teaching model that has been widely used in various professional training such as teacher preparation and medical programs (Steele, Cook, & Ok, 2021;Dehnad, Jalali, & Shahabi, 2021). It allows instructors to collaborate in integrating diverse course content, delivering a wide spectrum of content, creating an inclusive learning environment for diverse student groups, providing comprehensive feedback, and supporting each other in pedagogical practices (Vesikivi, 2019;Bacharach, & Heck, 2007;Angela, 2006;Walther-Thomas, 1996). ...
... A successful transformation rests on a safe and solutionoriented culture: employees feel safe when raising concerns or expressing conflicting views without the fear of being ignored, opportunities are identified in the conflicts and solutions are synthesised (Bullough, 2015;Vesikivi, Lakkala, Holvikivi, & Muukkonen, 2019). In such a culture, systemic barriers can be overcome with dynamic communication. ...
... Teacher education and school communities are responsible for professional socialisation and for providing development-oriented professional communities. Furthermore, teachers expect change leadership and react to a lack of it (Mackey et al., 2018;Vesikivi et al., 2019). According to our review, the same structural issues can become barriers or enablers of a change, depending on how they are approached. ...
This study examined the factors shaping co-teaching within a Finnish primary school's community. The qualitative study was conducted by teacher and principal interviews and teacher surveys. Thematic content analysis revealed five factors establishing the co-teaching practices: providing collegial support, team building, continuous professional development, the intrinsic value of co-teaching, and the structure of the work community. These factors aggregated into two larger arenas: teachers’ sphere of influence and systemic elements -arena, which was experienced to be beyond individual teacher influence. These factors illustrate the complexity of the work community with co-teaching and how they can both complicate and contribute to an educator's daily work. In addition, individual, community and resource-specific challenges regarding co-teaching emerged. Finally, we identified three educator profiles on the involvement in decision-making when developing co-teaching practises. We distinguished pioneers, travelling companions and critical observers as three diverging roles that educators have adopted in influencing the decision-making.
... As Brown and Latham (2002, p.276) advocated, "team-teaching is dynamically complex due to the ongoing changes in the acts needed and information cues required from multiple sources to perform tasks". Accordingly, additional research is required to explore teachers' views of team-teaching practice (Minett-Smith & Davis, 2020;Vesikivi et al., 2019), suitable and tested models (Williams et al., 2010;Evans et al., 2009) and recommendations on how to best support student-centred learning when team-teaching (Muza, 2021;Anwar et al., 2021). ...
... Consequently, the first key moment of understanding was around the importance of context of operation for collective sense making. When this point is elaborated on in the literature it centres on the negative impacts created when varied contexts are not considered (Buckley, 2000;Crawford & Jenkins, 2018;Evans et al., 2009;Syh-Jong, 2008;Laughlin et al., 2011;Letterman et al., 2004;Little & Hoel, 2011;Ulveland, 2003;Vesikivi et al., 2019;Williams et al., 2010). For that reason I felt confident to begin here, acknowledging and appreciating group members' contexts of operation, such as (1) My decision to focus on context of operation as the first stage of the PoP was further confirmed by my reflective note taking. ...
In this study, I explore a time when I crafted a philosophy of practice (PoP) to inform
team-teaching encounters. I articulate my experience through a blended auto-ethnographical account. I propose that integrating an intentionally designed PoP for
team-teaching aids in uncovering group-based responsibilities, opportunities, and
limitations. The results informed the crafting of a four-staged, practitioner-based model and toolkit, helping to create a framework to establish and/or evaluate team-teaching. I make specific recommendations, affording solutions in the domain of team-teaching as an evolving practice.
... This can lead to deeper and more meaningful learning as well as increased student engagement. In addition, as a number of researchers have noted (Sweigart & Landrum, 2015;Vesikivi, Lakkala, Holvikivi & Muukkonen, 2019;Aliakbari & Nejad, 2013), co-teaching can also support the various learning styles found in the classroom and contribute to a more inclusive learning environment. ...
... This is important to note, because establishing equal status with my colleagues was essential in order to ensure that students did not perceive my role as ancillary to or simply supportive of the engineering faculty. Others have also found that establishing equal status among instructors positively impacts how students perceive co-teaching (Buckley, 2000;Loeser, 2019;Morelock, et al., 2017;Vesikivi, et al., 2019). ...
The way engineering students perceive an engineering course that is co-taught between an English instructor and two engineering faculty at an English medium instruction (EMI) university has not been studied. In order to better understand how students perceive such a course, a survey consisting of 12 items with a 5-point Likert-scale and two open-ended questions was distributed to 45 Emirati male and female sophomore engineering students at a UAE university. Ten semi-structured interviews were also conducted. Three themes were identified from the interviews: writing and research skills, language and communication support, and distribution of responsibility. Results also indicate that most students found that having an English instructor co-teach their course was beneficial and made a meaningful impact on their learning and language development. Implications for practice and suggestions for future research are discussed, along with the role instructors from different disciplines can play in developing an effective co-teaching course.
... Problems of disciplines integration in the training of engineers are considered in the paper [8], where the main emphasis is placed on the analysis of the relationship between economic and technical disciplines; however, it does not take into account the higher technical education that students already have (as in the case we are considering). Various aspects of the formation of entrepreneurial abilities in engineers are discussed in the following papers [9,10] and others. ...
... In the article [21] authors analyze some didactic features of educational activities in the master's programs, in particular, the author substantiates the need to expand the communication qualities of a teacher: a facilitator replaces an experienced teacher. In work [10] command-learning is considered not only as a mean of learning, but also as a way of professional development of teachers. ...
The paper suggests an approach to teaching and implementing research in the master’s degree studies, which are oriented at system training of heads/owners and managers of small and medium-sized businesses that do not have basic management education, but, as a rule, have a higher technical or technological education and sufficient practical experience. Hypothesis of the article is the assumption that the teaching specifics of this segment should be based on interdisciplinary coordination of content, organization of training, and communication. Verifying this hypothesis based on a review of the literature and identifying the specifics of the segment is the overall goal of the article. As a particular corollary we justify a special educational event (a cycle of research seminars) that integrates various components of training students in the master’s program, in the framework of project activities logic that corresponds to the logic of the modern production process. We show the difference between this segment and consumers who are focused on the MBA and MIM programs, and provide examples from Russian reality. Taking into account the consumer characteristics of the segment, we propose an organizational and pedagogical approach to the formation of key competencies in the field of management for students representing this segment. In particular, we argue for teaching students of this group in the frame of the master’s program, based on the project approach both in the content and in its organization. The article notes that the pedagogical features of the formation of project competencies in students of this segment dictate the use of the method of ascending from the abstract to the concrete as a basis for building a general learning strategy. Decomposition of the learning strategy and the master’s thesis research demonstrates the need for interdisciplinary coordination of content, training and organizing communication.
... A trade-off between formats relates to autonomy. Sole-teachers have the autonomy to plan and conduct their practical sessions, compared to team-teachers who trade their autonomy for the promotion of team-work skills and establishing time for collective planning (Vesikivi et al., 2019). ...
... Finally, the team-teaching intervention benefitted from departmental approval and support. Managerial support is considered 'of utmost importance' behind such initiatives (Vesikivi et al., 2019). ...
Recent decades have seen cadaveric anatomy teaching decline and shift from traditionally team-taught practicals in large dissection laboratories to sole-taught classes in smaller laboratories. Such changes may alter teaching quality due to loss of peer teacher interactions in class. The current study aimed to compare experiences of team-taught versus sole-taught practicals in the same course across two campuses. This paper presents on the staff experiences. The study utilised educational design research methodology for an iterative approach to solving the problem of optimising cadaveric-based teaching. Classes at the metropolitan campus were team-taught (lead demonstrator, clinical demonstrator and near-peer demonstrator, n=18) and sole-taught at the regional, smaller campus (lead demonstrator only, n=5). Demonstrators completed an anonymous online survey that explored their teaching experiences and thematic analysis of survey data was conducted. Benefits of team-teaching were captured under the themes learn-observe-support, more time with students and catering for student differences. While most team-teaching staff reported no challenges, some noted the need for time to establish effective team dynamics. Sole-teaching staff reported the benefit of consistency in teaching but challenges in providing adequate support to all students. While sole-teaching facilitates consistency in teaching, team-teaching enables staff to develop teaching expertise and anatomical knowledge from interactions with a range of demonstrators during practicals. Team-teaching facilitates knowledge transfer between staff, and this holds important workforce implications for developing anatomy teachers of the future.
... In part, this increase responds to the multifaceted and dynamic nature of engineering work. By engaging multiple educators across disciplinary boundaries, we can create more robust and responsive learning experiences for our students as they prepare to engage with an ever-changing world [1], [2]. This increase also responds to the diverse nature of course design and implementation, in which educators often take different approaches [3], [4] and fulfill a variety of functional roles [5]. ...
... Some have noted challenges in resolving pedagogical, ideological, and functional differences [3]. Others have also reported time management challenges and concerns over autonomy [2]. In our experience, reward structures, personal bandwidth concerns, and collaboration dynamics can also play a role. ...
... Likewise, the formative experience is characterized by a holistic approach based on contextual learning. This research, address different educational topics concerning teachers training and teachers practice, such as reflective teaching as a rejection of top-down forms of educational programs, the importance of reflective thinking and reflective feeling (Zeichner and Liston 2014), teachers identity as a process of developing a teacher persona, which resonates with the personal sense of self (Brown and Everson 2019), the need for strong organizational structure and institutional Support (Chavez and Trias 2016) and the importance of collaborative learning to contribute to the solution of contextual problems (Vesikivi et al. 2019). ...
... Although team teaching has been studied since the 1970s, there is no conclusive definition for it. According to Vesikivi et al. (2019), a way of defining it is as a pedagogical approach characterized by two or more professors planning, instructing and evaluating the learning process of a group of students. In that sense, another fundamental element found in the research is the constitution and operation of team teaching. ...
There is a current consensus on teacher training as a key element to promote the quality of higher education. Despite that, a lot of teacher preparation programs are short-term training efforts enmeshed in a politically endorsed ‘social market’ perspective that emphasized instructional skill training and adaptation to the existing curricular organization. In this context, training processes based on an innovative alternative vision framed in a dynamic learning system were context plays a determining role are crucial. This article presents a formative experience of teacher-researchers in the university context, theoretically oriented from systems thinking and characterized by a holistic approach based on contextual learning. The research was designed using Grounded Theory with a biographical-narrative approach. Participant observation, sociodemographic questionnaire, and semi-structured interviews were used as data collection instruments. The results show a formative process in which the pedagogical practice is the training core, and highlight the strengths of systems thinking to favor the co-construction of a teacher identity that integrates biographies and personal interests of teachers, as well as the configuration of teacher training processes oriented to collaborative learning. Additionally, it was found that the process shows strengths in several relevant aspects in teacher education such as reflective teaching as a rejection of top-down forms of educational programs, the importance of reflective thinking and reflective feeling and the importance of collaborative learning to contribute to the solution of contextual problems.
... Despite the pervasiveness of teacher isolation and its negative consequences and-on the flip side-a growing body of studies documenting the positive outcomes of teamwork (e.g. Kunnari, Ilomäki, & Toom, 2018;Vesikivi, Lakkala, Holvikivi, & Muukkonen, 2018), research connecting teamwork and teaching in the U.S. is limited and lacks a rigorous examination of the barriers to teamwork in schools and school districts. Unfortunately, this reality of teacher isolation also takes place in other countries, where teachers face individual and organizational barriers to working in teams with their colleagues (Main, 2010;Vangrieken, Dochy, Raes, & Kyndt, 2015). ...
... In the teaching profession, teamwork has been shown to have positive outcomes (Kunnari et al., 2018;Vesikivi et al., 2018). In a study by Skaalvik and Skaalvik (2015), teachers in Norway mentioned working with their colleagues and collaborating to give their students the best education possible as reasons for their high levels of job satisfaction. ...
This study attempted to identify the predictors of entrepreneurial behavior by assessing a series of variables that included teamwork skills and demographic variables, and to explore teachers' experiences with teamwork. A sample of 367 K-12 public school teachers completed the survey. The findings indicated that teamwork predicts entrepreneurial behavior. Most participants received teamwork training through their school districts. Barriers to teamwork included time constraints, individual differences, and inability to collaborate.
... Unfortunately, lack of collaboration or feelings of isolation and fragmentation are typical among higher education teachers Hains-Wesson et al., 2020;Knight & Trowler, 2000;O'Siochru et al., 2023) and specific for curriculum development processes (Posillico et al., 2022). Yet, faculty members' attitudes towards curriculum development have been shown to be mostly positive (Clavert et al., 2018;Vesikivi et al., 2019). ...
Curriculum making characterized by effective change management and knowledge sharing in the professional community is at the core of developing higher education. Curriculum making both contributes to teaching culture and is affected by it. However, empirical evidence of this relationship is scarce. This study addresses the gap in the literature by examining the interrelation between higher education teachers’ and pedagogical leaders’ perceptions of curriculum making and teaching culture within their institutions. Higher education teachers (N = 3064) and pedagogical leaders (N = 370) from all Finnish higher education institutions participated in the study, constituting a nationally representative sample. The survey data were analyzed using descriptive statistical analyses and structural equation modelling. Results showed that curriculum making influenced teaching culture. Higher education teachers and pedagogical leaders perceived curriculum making as collaborative and well-grounded and that the division of roles and functions within the process were reasonably clear. They also reported moderately high levels of development-oriented culture and lower levels on individualistic culture. This implies that the faculty members perceived themselves as active and collaborative within the curriculum making processes rather than experiencing isolation or a lack of collaboration with colleagues. In addition, they reported that development work was seen as important and persistent within their institutions. Differences were detected in curriculum making based on institutional sector. Institutions should be therefore encouraged to consider their teaching culture and differences in support that their faculty members might need when undertaking curriculum development efforts or initiatives.
... Teachers acknowledged the challenges of teaching in higher education and this awareness enabled them to enhance their teaching methods and helped their pedagogical development. Vesikivi et al. (2019) highlighted that team teaching both enriches the professional development of the instructors and helps students gain the skills they need during their learning. Metropolia University of Applied Sciences decided to change the curriculum of some interdisciplinary courses by implementing team teaching model in 2014. ...
... This method further encouraged students to experiment with the software, as assistance was always available to prevent them from getting stuck. There are benefits for both students and instructors who engage in the pedagogical practice of team teaching [12]. ...
... A team-teaching model was utilized to merge content and pedagogy from engineering and writing to the capstone course. Team-teaching has been shown to provide a multifaced pedagogical approach and provide necessary skills for engineering students, as well as enhance the instructors' professional development [22], [23]. The co-teaching approach was helpful for our capstone class as well. ...
... A pesar de las ventajas anteriormente mencionadas, autores como Salonen et al. (Salonen and Savander-Ranne, 2015) afirman que las habilidades de interacción son clave para desarrollar metodologías de enseñanza en equipo. Por otro lado, Vesikivi et al. ((Vesikivi et al., 2019)) informaron sobre las preocupaciones de los profesores acerca del esfuerzo necesario para planificar las actividades, la evaluación y la pérdida de autonomía. No obstante, estos autores señalaron que una transición fluida de los métodos de enseñanza convencionales a los de enseñanza en equipo mitiga esas preocupaciones. ...
La coenseñanza o enseñanza colaborativa es un enfoque pedagógico en el que dos o más docentes comparten la responsabilidad de planificar, enseñar y evaluar a un grupo de estudiantes. Si se contextualiza en un entorno internacional, los docentes involucrados deben de pertenecer a distintos países. Una de las líneas de actuación del proyecto europeo International Cooperation Framework for Next Generation Engineering Students (NextGEng) se centra en la coenseñanza. NextGEng es un proyecto formado por un consorcio de seis socios pertenecientes a universidades y empresas europeas, financiado por fondos Erasmus+, dentro de la categoría de asociación para la cooperación. Su objetivo principal es el desarrollo de un marco de cooperación internacional a nivel educativo que aumente la calidad en la enseñanza y enfoque las asignaturas incluidas en el mismo hacia las necesidades del mercado. El trabajo que se presenta describe las principales líneas de actuación del proyecto centrándose en una actividad de coenseñanza llevada a cabo en una asignatura de automatización.
... Team teaching is an educational approach that has to be accepted and supported by more than the individuals directly involved in the teaching partnership (Rexroat-Frazier & Chamberlin, 2019). Schools with a safe climate where teachers can raise concerns or express conflicting views without fear of being ignored may be more suitable for effective team teaching practices (Härkki et al., 2021;Vesikivi et al., 2019). In establishing this climate, the school administration plays a pivotal role. ...
The aim of this systematic review is to provide insight into the conceptual and methodological credibility of experimental research designs on the effectiveness of team teaching—a promising instructional strategy wherein two or more professionals collaboratively provide education for a group of students. A total of 31 studies were included. These studies were conceptually and methodologically examined according to two actualized quality-appraisal frameworks. The findings reveal that it remains a challenge to design rigorous experimental studies with clear conceptualizations of key variables related to team teaching. To make convincing claims on the effectiveness of team teaching, there is an urgent need for better-defined quality experimental research. Therefore, we conclude with recommendations for future research, specifically how experimental studies on the effectiveness of team teaching should be conceptually and methodologically implemented to provide policymakers and stakeholders with information for evidence-informed decision-making on educational practices.
... Väittämissä kysyttiin esimerkiksi monialaisen opettajuuden aiheuttamasta stressistä ja palautteen vastaanottamisesta ja antamisesta. Tutkittavat ilmiöt liittyvät aiemmissa tutkimuksissa mainittuihin opettajan työn resurssointiin (Kokko, Takala & Pihlaja, 2021;Härkki, 2021) sekä toimintakulttuuriin opettajien kesken sekä opettajien ja oppilaiden välillä (Vesikivi, 2019;Douglas, 2016;Rytivaara, 2019). Väittämäkohtainen erittely väittämällä tutkittavasta ilmiöstä selitteineen ja kirjallisuusviitteineen on esitetty liitteessä 2. ...
Tutkimuksessa tarkastellaan eräiden tulevien teknologiakasvatuksen opettajien käsityksiä monialaisesta opettajuudesta ja heidän suhtautumistaan siihen. Aineisto kerättiin käsityön, fysiikan ja kemian opettajaopiskelijoille suunnatulla syventävällä opintojaksolla. Aineistoksi kerättiin alkuessee liittyen monialaisen opettajuuden piirteisiin, mahdollisuuksiin ja haasteisiin. Lisäksi opiskelijoilla teetettiin Likert-asteikollinen kysely, jolla selvitettiin opiskelijoiden näkemyksiä monialaisen opettajuuden käyttökelpoisuudesta eri oppiaineiden kanssa, opiskelijoiden asenteita ja halukkuutta monialaiseen opettajuuteen sekä heidän arvionsa omista valmiuksistaan ja kyvyistään toteuttaa monialaista opettajuutta. Kurssin lopussa opiskelijoilla teetettiin SWOT-analyysi monialaisesta teknologiakasvatuksesta. Aineistoa saatiin 16–21 tutkimusluvat antaneelta opiskelijalta. Tulosten perusteella opiskelijoilla on monipuolinen käsitys monialaisesta opettajuudesta, ja heidän vastauksissaan korostuu erityisesti moniammatillinen yhteistyö. Heillä on positiivisia näkemyksiä sen toimivuudesta liittyen sekä opettajan että oppijan saamiin hyötyihin, mutta he esittävät aitoa huolta esimerkiksi resurssien riittävyydestä koulumaailmassa. Opiskelijoiden mielestä monialaista opettajuutta voidaan toteuttaa useiden oppiaineiden kanssa. Positiivisesta suhtautumisestaan huolimatta opiskelijat ovat epäileviä omien monialaisen opettajuuden toteuttamisen kykyjensä ja valmiuksiensa suhteen. Kurssin lopussa opiskelijat näkevät heillä olevan valmiuksia monialaiseen opettajuuteen teknologiakasvatuksessa, ja he näkevät sen mahdollisuudet herättää oppijoiden kiinnostus aloja kohtaan. Opiskelijat kuitenkin näkevät sen viemisessä käytäntöön haasteita: eri alojen sisältöjen ja menetelmien hallinnan lisäksi tämänkaltainen opetus vaatii erityisjärjestelyitä ja resursseja, joita kouluilla ei välttämättä ole. Tutkimustulokset pääosin vahvistavat aiempien työelämässä toimiviin opettajiin kohdistuvien tutkimusten löydöksiä, mutta opiskelijoiden vastauksissa ei nähty juurikaan heidän asenteistaan kumpuavia haasteita. Näiden tulosten pohjalta voidaan kehittää koulutusta ja tukea tulevia aineenopettajia monialaisen opettajuuden taitojen ja osaamisen vahvistamiseksi. Physics, crafts, and chemistry pre-service teachers’ conceptions about transversal teaching and technology education In this study, pre-service technology education teachers’ conceptions and attitudes towards transversal teaching are evaluated. The data were gathered in an advanced level course designed for crafts, physics, and chemistry teacher students. The data included students’ pre-essays related to the characteristics, possibilities, and challenges of transversal teaching. In addition, a Likert-scale survey was utilized in evaluating students’ views concerning the usefulness of transversal teaching with other subjects, their attitudes and willingness to implement transversal teaching, and their evaluation about their skills to implement transversal teaching. At the end of the course, students made a SWOT analysis concerning transdisciplinary technology education. The data was received from 16–21 students willing to participate in the study. Based on the results, students have versatile views about transversal teaching, and their responses emphasize multiprofessional collaboration. They have positive views about the functionality of it related to the benefits for both teachers and students but they are genuinely concerned about the sufficiency of the resources at schools. Students think that transversal teaching can be implemented with various subjects. Despite their positive attitudes, students are sceptical about their skills to implement transversal teaching. At the end of the course, students think that they do have skills for transversal teaching in technology education, and they see the possibilities of it in awakening interest towards related areas. However, students see challenges in taking it into practice: besides mastering both content and methods of various disciplines, this type of instruction requires special arrangements and resources that schools might not have. Mostly our results support the previous findings received with in-service teachers but the challenges emerging from respondents’ attitudes were practically absent in students’ responses. Based on these results, teacher education can be developed furthermore, and subject teachers can be supported in enhancing their know-how concerning transversal teaching. Fulltext in Finnish.
... 8). Some scholars have indicated as few as three or four variations of team-teaching [16,17] while others have described as many as seven [18], with most representing a continuum from least to more collaborative, complex, and integrative. However, teaching teams may function in ways that transcend single, neat categories. ...
... 8). Some scholars have indicated as few as three or four variations of team-teaching [16,17] while others have described as many as seven [18], with most representing a continuum from least to more collaborative, complex, and integrative. However, teaching teams may function in ways that transcend single, neat categories. ...
Through a qualitative, interview-based inquiry on students’ learning in a single team-taught course focused on energy resources and policy implications, our team explored how team-taught interdisciplinary courses facilitate students’ development as leaders in energy resource sustainability. We conducted pre- and post-course interviews of nine undergraduate student participants and the two co-instructors for the course. The students self-identified as seven women and two men, ranging in age from 18 to 21 years. Six students were White, two were Asian/Asian American, and one was Black; the co-instructors were White men. To develop our findings, all interviews were subjected to a process of qualitative coding to derive themes, which we present with rich data from participants’ verbatim quotes. Findings revealed that constructivist-informed interdisciplinary instruction by the teaching team deepened students’ understandings of the importance of the knowledge of both energy science and policy, helping them to become holistically informed on critical issues in energy resource sustainability. Further, students recognized that an integrated understanding of these bodies of knowledge was critical to writing energy resource policy memos that constituted the central learning/assessment activity of the course. The kind of literacy afforded to the students through the team-teaching endeavor is foundational to students’ development as climate leaders. We suggest that this mode of teaching may represent an effective teaching enhancement for preparing energy sustainability and climate change leaders at the University of Michigan, other US institutions and internationally.
... Team teaching provides engineering students with the opportunity to obtain feedback and support from peers, which creates a collaborative atmosphere and encourages their active participation in knowledge generation and sharing. In this study, team teaching, which has been used interchangeably with teamwork, refers to the ability to work in teams that involves a considerable amount of collaborative practices in online writing courses in engineering at the university, which is possibly the most important skill to possess in working life (Vesikivi et al., 2019). ...
Using a pragmatic approach, this case study aims to incorporate communication skills in team teaching in light of the literature, describes how communication and teamwork principles play out in online third-year technical writing courses with ethnically diverse international students and faculty from engineering and other STEM majors at an institute of technology in the USA (n=48). The data were collected using weekly assignments for the semester-long course; and student evaluations of course outcomes. The findings showed that because students wrote weekly short analyses and received weekly feedback, they most often improved their writing skills, such as editing their writings according to American English rules, and transferred learning of rhetorical principles from one setting (analyzing other people's writing) into another setting as they learnt to work as a team of productive writers.
... In order to enhance the efficacy of knowledge assimilation in engineering education, (2020) advocate using innovative approaches, such as modelling programs, smart gadgets, and virtual environments to improve the teaching process. In 2014, Metropolia University of Applied Sciences reformed its curriculum into multidisciplinary courses implemented by teacher teams (Vesikivi et al., 2018). The purpose of doing so was to inculcate engineering graduates with the necessary skills. ...
In this paper, the author presents the teaching philosophies that he has been upholding throughout more than 17 years of experience in engineering education. Being an academic in the tertiary institutions, the author proposes to place emphasis in the education of knowledge, the constant enhancement of personal knowledge via life-long learning, and the expansion of existing knowledge. He also advocates the implementation of the principle of parsimony in educating the students. Since everyone is unique in his/her own way, an educator should also treat the students impartially and sincerely. Different teaching approaches which were developed from the basis of these philosophies have been proposed. The approaches include keeping the explanations simple, predicting the questions and answers, ensuring that the teaching flow is managed in a gradual, systematic, and progressive manner, introducing metaphors, similes, and analogies to assist the pace of learning, using graphical and/or video illustrations, as well as, organizing site visits. The author also stresses the importance of cultivating interests among students. This can be achieved by constantly engaging with the students, keeping the atmosphere collegial, sharing personal real-life experience, incorporating fun activities in the classes, and encouraging students to transcend beyond the requirements set by the educators. It is also worthwhile noting that, the teaching approaches are to be periodically reviewed for continuous improvements.
... Aunque la enseñanza en equipos se ha estudiado desde la década de 1970, no existe una definición concluyente de la misma. Según Vesikivia et al. (2019), puede definirse como enfoque pedagógico donde dos o más profesores planifican, enseñan y evalúan el proceso de aprendizaje de un grupo de estudiantes. Se trata de un proceso caracterizado por el trabajo conjunto, el diálogo, la escucha y la confianza. ...
La necesidad de transformar la educación y dar forma a un nuevo rol docente de acuerdo con las particularidades de la época actual, ha sido un tema fundamental en los debates de la educación superior. La Universidad requiere de un personal docente inmerso en procesos de aprendizaje continuo a nivel académico y social, que impulse prácticas pedagógicas contextualizadas. A pesar de esto, las tendencias en los procesos pedagógicos de la educación superior latinoamericana se han caracterizado por estructuras jerárquicas y burocráticas, la separación entre teoría y práctica y la falta de vinculación entre el currículo y los problemas sociales locales. Teniendo en cuenta lo anterior, este artículo presenta la experiencia de co-construcción de un curso de pensamiento sistémico con enfoque constructivista, llevado a cabo por un equipo de docentes-investigadores. El proceso abarca tres ciclos de investigación acción educativa donde se sistematizan los procesos de diagnóstico, diseño-implementación y evaluación. La investigación permitió comprender las formas de trabajo colaborativo, manifiestas no solo en el diseño y ejecución de las actividades de clase, sino también en la teorización sobre las prácticas pedagógicas y la creación de cultura pedagógica y organizacional.
... In addition, a structured learning process that recognises a strong relationship between the value of HE and graduates' broader capability sets (Tomlinson, 2018) is essential to the development of the vocational and technical knowledge of adult learners. Furthermore, through effective teamwork, communication skills (Pang, Wong, Leung & Coombes, 2019;Vesikivi, Lakkala, Holvikivi & Muukkonen, 2019) and the diffusion of knowledge and skills to cope with complex work situations (Takala & Korhonen-Yrjänheikki, 2019), adult learners could enhance their performance in the workplace. ...
This study examines the perceptions of adult learners of the factors that enhance their vocational knowledge and skills in engineering programmes in Ghanaian universities. Using focus-group discussion, we gathered data from adult learners enrolled in telecommunications and electrical engineering programmes in three universities in Ghana. The results show that the technical and vocational knowledge and skills of adult learners are enhanced by an effective pedagogical approach, the application of advanced technology in the teaching and learning process, the development of practice-based experiences and the application of new knowledge to the work environment. The study highlights adult learners' identification of inadequate teaching and learning resources and weak pedagogical approaches in delivering telecommunications and electrical engineering courses as major challenges to the development of the vocational and technical knowledge and skills of adult learners.
KEYWORDS Adult learners, vocational knowledge and skills, experiential learning theory, higher education
... It makes new teaching experience more comfortable and helps both parties achieve more than they might alone (Strohschen & Heaney, 2000). The result is improved learner support as well as instructor professional development (Laverick, 2016;Vesikivi et al., 2019). Of course, team teaching is not always a viable option, and it may not increase student achievement (Carpenter et al., 2007). ...
As the COVID-19 pandemic began, universities swiftly moved to remote teaching, posing challenges to students and instructors alike. This case study discusses how a distributed team approach was used to support instructors teaching four sections of a technology class for preservice teachers. Students struggled with stress, technology, and in some instances, meeting basic needs as the pandemic began. Starting with a common syllabus and assignments, the instructors and their mentor swiftly redesigned the course to be flexible and engaging without compromising academics. Collaborative course development and teaching helped minimize pedagogical and technological tasks so instructors could focus on meeting the unique needs of students in their course sections. This approach may be useful for promoting professional development and maximizing student engagement in non-pandemic times, too.
... For instance, studies have explored teachers' beliefs concerning the conditions necessary for (e.g. (Doppenberg, Bakx, & Brok, 2012;Goddard & Kim, 2018;Vesikivi, Lakkala, Holvikivi, & Muukkonen, 2018)) and, purpose and benefits of (Berry et al., 2005;Danielowich, 2012;Dunne et al., 2000;S. H. Liu, 2017) collaboration. ...
This study investigated how teachers in a rural primary school in Bangladesh understood collaboration, how it was exercised in a daily routine context and the factors that influenced their collaborative activities in a school setting. Teachers’ collaboration in such a Low- and Middle-Income Country (LMIC) context is underexplored. Moreover, collaborative professional development is a policy imperative in this country, and it was assumed that findings of this study may inform teachers, policymakers and teacher educators when designing and implementing School-Based Teacher Development (SBTD) programmes.
A Critical Realist (CR) philosophy was adopted which calls for an understanding of the deep social structure and human agency to understand a social event. It allowed an in-depth understanding of the social context of the school and the agency of the teachers. An ethnographic approach adopted in this study helped to obtain authentic data about teachers’ day-to-day collaborative practice in the school context.
A range of data collection methods including the audio recording of staffroom conversations, participant observations and interviews was undertaken for two months. A thematic analysis of the data showed that teachers understood collaboration as a matter of their day-to-day activities, which are not restricted to formal professional works but also include a range of informal, professional, social and emotional activities. Teachers were involved in planned and unplanned collaboration with the majority of them being unplanned social conversations. Yet, the collaborative activities seemed to have little impact on teachers’ professional development. Teachers’ understanding of collaboration and the nature of their collaborative activities were very much shaped by the wider culture and organisational norms and regulations. This study concluded that teachers need to be supported to use the collaborative spaces for their professional development. Further research is needed to identify the way teachers can be supported to utilise their collaboration.
... In conclusion, our learning method can disseminate knowledge, encourage students' analytical, synthesis and creative thinking skills in systematic and effective way and the most important is that they can work as a team. As for the lecturer, from the learning method, the use of teamwork teaching can help the lecturer manage the teaching time and develop the knowledge and abilities of the teachers (Vesikivi et al., 2019). Also, students are satisfied in the learning method, which can help them become more motivated, confident, and engaged, as can be seen in the positive behaviour of the students in teamwork (Goswami et al., 2017;Unina and Bearing, 2016). ...
... [4] Collaborative curriculum design has been shown to be an effective strategy for ongoing educational renewal and corresponding professional development of the teachers involves. [5][6] However, it is one thing to promote collaboration among highly qualified academics, it is quite another to succeed in practice. Collaborative course design practices confront teachers with major challenges. ...
Due to changes of the labor market and increased competition on an (inter)national scale, institutions of higher education are forced to innovate, creating an additional need for teacher professional development. In engineering education, interdisciplinary education has become increasingly important, bringing many advantages for both students and teachers. Instead of being individually responsible for a course, teachers collectively design and teach courses that integrate their areas of expertise and make interdisciplinary education a reality. However, to better support teacher teams and their professional development, higher education institutions require more information on their course design processes. This case study compares the course design processes of two teacher teams in the context of a university-wide educational innovation. One team chose to create an interdisciplinary course, whereas the other chose to design a multidisciplinary course. Design conversations of these teams were analyzed to study the similarities and differences between both teams concerning the design topics and design acts shown during team meetings. Our findings show that both teams primarily focus on the same three design topics: the teaching practices, course organization, and their own teamwork. Other important topics such as the specific characteristics of the student population were mostly neglected. When comparing the specific design acts of the two teams, the interdisciplinary team more often engaged in collaborative planning and adaption of the course and also engaged in more collective reflection compared to the multidisciplinary team. In doing so, the interdisciplinary team created more opportunities for professional development of its team members.
... Nonetheless, there appears to be recognition amongst engineering scholars that educational theories such as social constructivism can be employed to soften a dominant technocratic curriculum. This is essential if we are to convince prospective students that the engineering discipline demands more than equation solving; that it requires creativity, continual social interactions, and team problem solving, too (Vesikivi et al. 2018). Prince and Felder's (2006) evaluation of inductive learning in engineering education included PBL and project-based learning, with the former tending to be more single-subject and structured, and the latter being more interdisciplinary and realistic of industry expectancies (Larmer 2014). ...
Vocational disciplines such as engineering provide an ideal opportunity for contextualising the curriculum. The provision of co-curricular activities can stimulate students to assimilate their prior knowledge and skills whilst enhancing employability attributes. Team-based co-curricular activities linked to problem-based learning can offer students a quasi-authentic experience of engineering practice. In this paper, we provide a case study of a successful co-curricular initiative supported by local civil engineering employers. Civil Engineering 4 Real (CE4R) are evening workshops facilitated by practicing engineers, where student attendance is voluntary. Students use authentic documentation and collaborate in peer learning to solve industrial problems. CE4R has assisted student’s anticipatory socialisation into their disciplinary profession. However, further research is required to establish the cognitive legacy that students gain from attending CE4R. There is also a need to explore the synergy that could be prompted through understanding the boundaries between CE4R and the programme curriculum.
... Pedagogies of engagement [13], active and collaborative learning pedagogies practiced by a team of instructors are chosen as the means to engage with students in this course. The approach of team teaching is seen not only as a means for providing students with the skills they need, but it also was discovered as a way to enhance the teacher's own professional development [14]. ...
https://weef-gedc2018.org/wp-content/uploads/2018/11/175_Engineering-Exploration-A-collaborative-experience-of-designing-and-evolving-a-freshman-course.pdf
This study aimed to investigate the perceptions of EFL pre -service teachers (PTs) towards the advantages and disadvantages of their peer team teaching(PTT) experiences. The sample consisted of 52 participants, with equal numbers of males and females, from the English Language Department of the College of Education at Seiyun University. Qualitative and quantitative techniques were employed to gather the data, including reflective reports and a questionnaire.These findings prove that PTT has numerous benefits for PTs. The five most common advantages included increasing confidence, correcting the mistakes of one another, preparing a better lesson plan, exchanging experiences, skills, and knowledge, and overcoming challenging situations in teaching. On the other hand, some PTs held negative opinions towards PTT. The five most significant disadvantages included disagreement among team members, reliance of some members on other members to do the work on their behalf, not following the lesson plan, late completion of the work due to disagreement among the team members, and unequal division of work among the members. The findings revealed that PTs’ perceptions of PTT’s advantages and disadvantages did not differ significantly based on gender. The researcher recommends that EFL PTs implement PTT during their preparation stage, as it has many benefits for PTs’ professional development.
Using a pragmatic approach, this case study aims to incorporate communication skills in team teaching in light of the literature, describes how communication and teamwork principles play out in online third-year technical writing courses with ethnically diverse international students and faculty from engineering and other STEM majors at an institute of technology in the USA (n = 48). The data were collected using weekly assignments for the semester-long course; and student evaluations of course outcomes. The findings showed that because students wrote weekly short analyses and received weekly feedback, they most often improved their writing skills, such as editing their writings according to American English rules, and transferred learning of rhetorical principles from one setting (analyzing other people’s writing) into another setting as they learnt to work as a team of productive writers.
The current engineering environment demands for an increasing level of interdisciplinarity, innovation, creativity and cross-domain thinking as well as the consideration of sustainability aspects. New concepts, such as Digital Twins and complex product systems lead to the need for integrated product development approaches and new methods that put the user perspective in focus. This also needs to be an integral part in today's teaching concepts of the next generation of engineers.
At the Department of Industrial Information Technology of the Technical University of Berlin, a case study was conducted by applying a concept of project-based learning in the engineering domain to address these challenges. In this paper, the case study as well as the method and its validation are presented. Students from different engineering disciplines had the task of developing virtual and physical prototypes for a sustainable, complex product system with a digital twin and respective sustainable business models. Within a structured survey, the teaching concept and the applied method were validated and lessons learned as well as further improvement measures are derived.
Engineering education has become increasingly multidisciplinary in order to prepare future experts to transcend disciplinary boundaries and to co-construct solutions to solve grand challenges. However, faculty members’ perspectives and experiences have been largely ignored in the literature. To understand and support faculty members, the present study investigated faculty members’ conceptualisations of multi-, inter-, and transdisciplinary education. We conducted semi-structured interviews with 13 faculty members from engineering, business, art and design with varied experiences with multidisciplinary teaching, course design, and programme management. We found that while some faculty members conceptualised multidisciplinary education as an encompassing concept, most used disciplinary integration to distinguish multi-, inter-, and transdisciplinary education. However, their conceptualisations of the differences between multi-, inter-, and transdisciplinary education were nuanced. Summarising the perceived nuances in different aspects of course design, we propose a typology to demonstrate the variety of types in faculty members’ course design. By identifying the diversity and complexities of faculty members’ conceptualisations, this study attempts to help faculty members achieve an in-depth understanding of their conceptualisations and practices, as well as support engineering educators in designing courses with disciplinary integration.
The goal of the study was to analyze the influence of perceived teacher/peer supports and barriers on career development in female engineering undergraduates based on Social Cognitive Career Theory. Thirteen students studying various engineering degrees participated. The results of a qualitative methodology, life stories, and focus groups, showed that the students perceived more teacher and peer supports than barriers from primary school to university. Students' perceptions of teacher support increased due to the climate they promoted in the classrooms, and the delivery of challenging lessons, mainly in subjects such as mathematics, technology, and computing. Peer influence became stronger at university, and was one of the most important factors in students achieving their goals. The main barriers they perceived were being discouraged from choosing Science, Technology, Engineering, and Math‐Information Technology, Electrical Engineering (STEM‐ITEE), feeling isolated when beginning ITEE courses, and negative comments.
Project-based learning (PBL) is a challenging learning methodology, also for teachers, questioning common assumptions of teachers, like control over the classroom and reliance on expert knowledge. Most challenging is teamwork. Team teaching has been explored in many disciplinary areas, both in traditional as well as in PBL curricula. Teachers may feel uncomfortable with sharing knowledge and being assessed by students and peers. This chapter explores characteristics of team teaching in a PBL context through two consecutive literature reviews. The first seeks to characterise team teaching and its meaning to teachers, zooming in from team teaching in general to team teaching in a PBL context in engineering education. The second connects this characterization to the experiences of a specific PBL teaching team in an engineering context, resulting in insights in experiences at practitioners' level. The authors argue that successful team teaching is crucial for the success of PBL in engineering education and is important as an example for students to engage in collaboration.
What is going on in student project teams? How do students acquire, exchange, and integrate the knowledge necessary to collectively perform a given task? Alt-hough knowledge dynamics play a decisive role in project-based learning (PBL), they may happen during and/or between classes and thus take on diverse forms that are often difficult to track for students and teachers. Based on ethnographic research with in-situ observations and interviews, this paper sheds light on the knowledge dynamics of engineering graduate students in PBL courses beyond for-mal design reviews and graded project deliverables. The overall plot of the PBL-course mirrored quasi-real industrial work processes where lecturers acted as po-tential investors from industry. Our data suggest that knowledge dynamics in this context are related to two factors: (1) the individual student’s learning aspirations and (2) the evolving salience of distinct (functional) roles and knowledge resources amongst the team members. We have distilled the findings into an improved educa-tional concept to support working and learning in product development projects and will discuss the potential of ethnographic methods for research in and evaluation of PBL. In reaction to the pandemic, we have furthermore re-designed the concept to support online learning.
Integrating theory-into-practice is an important skill for professionals to master during their university education; however, students and educators find learning and teaching about theory-into-practice challenging. To address these difficulties ‘Transition Workshops’ were implemented within a Bachelor of Occupational Therapy. A mixed methods evaluation was conducted using pre- and post-workshop surveys and focus groups. Qualitative findings, the focus of this paper, were that team teaching helped educators feel more confident in teaching theory-into-practice as it was more enlivening than solo teaching, it provided opportunity for professional development, it enabled better understanding of the whole curriculum, and it modelled a consolidated professional identity. Team teaching assisted students by providing them with multiple role-models. This study highlighted that some of the challenge in supporting students to learn how to integrate theory-into-practice may be addressed using team teaching.
Co-teaching is regularly paired with school improvements and educational reforms, yet research does not clearly separate the challenges of co-teaching for teacher professional development, course improvement and for wider reforms. We explored how co-teaching emerged and what barriers teachers experienced as meaningful for their co-teaching after a national core curriculum reform. Two cross-sectional data sets were collected. Three qualitatively different co-teaching profiles emerged: highly collaborative, collaborative, and imbalanced cooperative co-teaching. However, teachers' experiences of the meaningful barriers varied. Finally, we propose a model of contextualised co-teaching that supports implementing and researching co-teaching as a part of second-order educational changes.
Automatic tracking of activity and location in the classroom is becoming increasingly feasible and inexpensive. However, although there is a growing interest in creating classrooms embedded with tracking capabilities using computer vision and wearables, more work is still needed to understand teachers' perceived opportunities and concerns about using indoor positioning data to reflect on their practice. This paper presents results from a qualitative study, conducted across three authentic educational settings, investigating the potential of making positioning traces available to teachers. Positioning data from 28 classes taught by 10 university teachers was captured using sensors in three different collaborative classroom spaces in the disciplines of design, health and science. The contributions of this paper to ubiquitous computing are the documented reflections of teachers from different disciplines provoked by visual representations of their classroom positioning data and that of others. These reflections point to: i) the potential benefit of using these digital traces to support teaching; and ii) concerns to be considered in the design of meaningful analytics systems for instructional proxemics.
Many lecturers preach teamwork, but they do not practice it by sharing responsibility for classes. Particularly in a transnational context, inputs from lecturers and learners from various countries might be beneficial for students’ learning. This paper asks the question: How can higher education institutions (HEI) set up cross-country and cross-HEI co-teaching to facilitate the transfer of host and home country knowledge? The authors provide insights into a transnational co-teaching project that partly relies on virtual distance learning across countries. This real-life project supports small and medium sized enterprises in their international endeavours with the support of lecturers and student teams from the respective host countries as well as their home countries. The authors discuss advantages and disadvantages of cross-country and cross–HEI co-teaching in comparison to traditional teaching methods. Furthermore, the authors elaborate on the impact of virtual distance learning in comparison to in-class teaching at a single physical location. Due to the international nature of the project, it mainly relies on distance learning that can be very effective when implemented correctly. The paper provides lessons learned from the project that might be beneficial for lecturers with and without international components in their teaching.
Teachers' competence in launching and managing pedagogical change collaboratively is crucial for the continuous development of their work as well as for meaningful student learning. However, research on how teachers can thrive in their profession in the changing higher education environment is limited. This study investigated the experiences of teachers in managing pedagogical innovation when working as a team and implementing integrated competence-based learning modules. Strength-focused concepts like collective efficacy and resilience were used to extend the understanding of the phenomenon. Five teacher teams were analyzed in relation to the change itself, as well as to protective and risk factors that had an impact on teachers' collective efficacy and resilience to the change. The data consisted of group interviews and individual questionnaires collected during the process. The findings indicate that stronger collaboration creates significant changes in teachers' work and students' learning, and success is based on teacher teams' capacity to craft their common work practices.
Teachers’ competence in launching and managing pedagogical change collaboratively is crucial for the continuous development of their work as well as for meaningful student learning. However, research on how teachers can thrive in their profession in the changing higher education environment is limited. This study investigated the experiences of teachers in managing pedagogical innovation when working as a team and implementing integrated competence-based learning modules. Strength focused
concepts like collective efficacy and resilience were used to extend the understanding of the phenomenon. Five teacher teams were analyzed in relation to the change itself, as well as to protective and risk factors that had an impact on teachers’ collective efficacy and resilience to the change. The data consisted of group interviews and individual questionnaires collected during the process. The findings indicate that stronger collaboration creates significant changes in teachers’ work and students’ learning, and success is based on teacher teams’ capacity to craft their common work practices.
In this chapter, we explore sites of ethnography, not physical sites of people studied, but intellectual sites that frame how ethnography is being undertaken in particular ways. The approach we have taken complements recent discussions of ethnography and ethnographic
research in the social sciences and education emphasizing the scope of topics, research designs, methods, and theoretical traditions as well as differences from other qualitative and quantitative approaches to research (e.g., Duranti & Goodwin, 1992; Egan-Robertson &
Willett, in press; Guthrie & Hall, 1984; Hammersly, 1990; Spindler & Spindler, 1987a; Zaharlick & Green, 1991). Yet, at the same time, our approach is intended to provide another way of looking at ethnography and ethnographic research. As Brian Street’s (1993b) review
of Martyn Hammersly's (1992) book, What’s Wrong With Ethnography? makes clear, ethnographic research has evolved and changed over the past three decades. Not only has the use of ethnography and ethnographic research become more sophisticated and researchers
more aware of the complexities and issues involved, there have been important changes in what counts as ethnography and ethnographic research, who conducts such research, where and how, the research agendas being pursued, and how such research contributes to evolving knowledge bases in education and the social sciences. These changes have led to enhanced understandings about how such research can be used to contribute to changes in various social
institutions.
This study aimed to investigate team learning in the context of teacher teams in higher vocational education. As teacher teams often do not meet all criteria included in theoretical team definitions, the construct team entitativity was introduced. Defined as the degree to which a group of individuals possesses the quality of being a team, this makes it possible to extend team learning research from strict teams-in-theory to various types of teams-in-practice, including teacher teams. The team learning beliefs and behaviours model, including team entitativity, was applied to teacher teams, assessing whether it still stands in these non-strict teams. Data were collected from 105 teams and analysed using multilevel analysis. Results showed that team entitativity, psychological safety and group potency were related to the occurrence of team learning. The latter appeared to be significantly related to team effectiveness, and the formation of mutually shared cognition was found to be a mediating variable in this relationship.
This paper presents a systematic review on teacher collaboration. In total, 82 studies were selected based on predefined selection criteria and reviewed by means of a narrative review method to thematically gather information across the studies. A first aim of this review was to provide an overview of the terminological framework to describe teacher collaboration used in previous research. Collaboration was perceived here as a continuum ranging from mere aggregates of individuals to strong team collaboration. This continuum was conceptualised as the degree of team entitativity. Second, the review investigated the focus and depth of collaboration. These appeared to be important issues and provide different opportunities for (collaborative) learning. Third, although realising teacher collaboration proves to be challenging, this review listed benefits for students, teachers, and the school. Fourth and fifth, various facilitating and hindering factors were explored that may serve as valuable points of action to realise effective collaboration. The latter has vital importance for the future as it is needed to build schools into learning organisations, to anticipate the growing importance of collaboration in society and to use education as a role model for students to properly prepare them for the future.
This position paper highlights the relevance of domain-general problem solving skills for a comprehensive approach to contemporary education. We argue that education in the 21st century needs to be comprehensive in the sense that it should equip students with domain-general problem solving skills in addition to domain-specific factual knowledge and problem solving strategies. We argue that contemporary educational systems fall short of addressing the societal and individual needs to teach and to foster domain-general problem solving and that education needs to be extended. To this end, researchers face three main challenges: (1) to increase the relevant stakeholders’ awareness of the existence and the importance of domain-general problem solving skills, (2) to optimize the ways in which such skills can be assessed, and (3) to explore ways to foster students in developing and maintaining these skills.
Two higher education courses involving students, teachers, and customers in multifaceted experiences of knowledge creation are described. The Trialogical Learning Approach (TLA) provides a theoretical framework to address learning and teaching organized around authentic problems and the development of shared knowledge objects, such as reports, products, and new practices. The approach directs attention to those aspects of social interaction and artifact-mediated activities, which focus on the development of shared objects and the pursuit of novel knowledge and understanding. The roles of technology-mediation, customer involvement, and guidance in developing effective pedagogical practices for knowledge creation were addressed. It appears necessary to design sufficient open-endedness and complexity for students’ teamwork to generate unpredictable, practical, and epistemologically challenging situations. Pedagogical design for such a process has different foci in the four central phases: planning, project initiation, project execution, and presentation and evaluation. Planning and initiation are central to establishing relevance and project awareness for the collaboration of student teams with a customer. Guidance and expert modeling during project initiation and execution is needed to overcome feelings of uncertainty during a challenging and complex assignment. Mediation provided by collaboration tools facilitates reflection on collective practices, iterative development of knowledge objects, and documentation of the learning outcomes of customer projects.
Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.
This article reviews the theory of successful intelligence and attempts to construct-validate the theory of successful intelligence. It describes 4 distinct converging operations that have been used in these attempts. Two sets involve internal validation of the structure of the theory and 2 sets external validation of the theory with outside criteria. The internal validation operations involve information-processing (componential) analyses and both exploratory and confirmatory factor analyses. The external validation operations involve correlational analysis and analyses of instructional interventions based on the theory. The results are generally supportive of the theory and suggest that conventional conceptions of intelligence may be too narrow. The theory is of use in consulting because it broadens the scope of skills one looks for in seeking "intelligent" people for hiring, retention, and promotion and in assessing a person's ability to do his or her current job. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The purpose of this research was to determine what skills alumni from Richard Stockton College of New Jersey (RSC) and regional employers think are important for the workplace. The results of the RSC study were compared to results from the report, College Learning for the New Global Century, sponsored by the Association of American Colleges and Universities.Managing time, speaking/oral communications skills, and having strong interpersonal skills were in the top five skills identified by both employers and alumni of The Richard Stockton College. A statistically significant greater percentage of employers who participated in the study commissioned by the Association of American Colleges and Universities identified knowledge of global issues as being an essential learning outcome compared with the employers and alumni surveyed in the RSC study who identified knowledge of global issues as being a very important or important skill for the workplace. The lower priority given to global issues and international perspectives by employers and alumni in this study may have been due to the location of their workplaces. Respondents to the surveys were located primarily in the central and southern areas of New Jersey where industries and corporations had a regional rather than an international focus. Faculty in the School of Business should consider incorporating those skills identified as important or very important by the majority of alumni and employers into the curriculum as well as emphasizing global issues in their courses.
The changes in software industry and software development methods call for appropriate teaching methods in academia. In addition to theoretical knowledge and coding practice, familiarity with common practices in the industry is expected from the graduates. Teamwork, collaboration and communication skills are essential demands for software engineers. These skills take years to develop, and therefore, this study presents how collaborative practices were introduced right in the beginning of information technology studies. The results of project based courses were encouraging in terms of student achievements and course completion rates. Additionally, feedback from students through an extensive survey was largely positive.
The universities of applied sciences in Finland aim to support students in achieving work life competences by integrating authentic research, development and innovation (RDI) practices into learning. However, pursuing an educational change from a traditional higher education culture to a networked model of working is challenging for teachers. This study examines 46 teacher-developers’ motivational experiences, like sources of enthusiasm and interest, as well as challenges and organisational support needed in the process of educational innovation, namely integration of RDI and education. The results indicate that the organisational culture and structures must be in line with the new adaptive ways of working and the collaboration must be consciously created in the teachers’ working environment in order to succeed in integration, as well as to succeed in the diffusion of innovation.
In an attempt to provide alternative models of field experience in teacher education, this study elaborates the concept of team teaching. A literature review was conducted, which resulted into a narrative review. Five models of team teaching were distinguished: the observation, coaching, assistant teaching, equal status and teaming model. Several benefits of team teaching for student teachers (e.g., increased support, professional growth), their mentors (e.g., decreased workload, learning gains), and the learners in their classroom (e.g., increased support, rich lessons) were found. However, disadvantages were recognised as well. Further, several conditions for the successful implementation of team teaching were listed.
Chronicles the evolution to an integrated MBA at the University of Tennessee and relates a view of the team teaching experience and integration of technology. The cross-functional teaching experiences illustrate the issues in working in a team while later sections summarize suggestions for duplication and implementation in other MBA programmes. Explores problems, issues, and barriers are along with grading and evaluation suggestions. Finally, compares student and faculty benefits and stresses the importance of administrative support to facilitate implementation.
Management education must develop students who can analyze robustly and think creatively. Team teaching can facilitate such development. This article presents a brief discussion of team teaching, develops a framework to link team teaching to cognitively complex learning objectives, offers insights for team teaching protocols when applying this framework, and discusses faculty and student experiences. Readers experienced in team teaching are offeredways to efficiently explore the boundaries of this pedagogical form. Those new to team teaching will find the framework useful in overcoming difficulties frequently of concern when first participating in a teaching team.
Team teaching is a popular trend in business education. In an attempt to integrate seemingly disparate functional disciplines, a number of business programs have combined courses. Regardless of the courses combined (marketing and finance, management and accounting, economics and strategy, or production and cost accounting), the teaching pedagogy shares a number of challenges in both planning and implementation. In this article, the authors review the experiences gained from team teaching in an MBA program and offer suggestions for adoption, improvement, and implementation in other business programs.
The author is the course director of MGT 3373 (Managerial Communication), a basic business communication course required for all business students attending a large university in the American Southwest. The course she inherited was functioning adequately, but it needed an infusion of energy and ideas to help it evolve into a more positive, relevant part of students' educational experience. She was hired to transform MGT 3373 and given the charge to modernize the course, which had not been significantly updated for several decades. The transformation process is still in progress, and it involves revising curriculum, updating policies, implementing technology, and promoting pedagogical innovation. She is committed to making the managerial communication course an exemplary course, recognized for pedagogical innovation and curricular excellence. MGT 3373 uses an integrated model of classroom instruction. This means that students attend one large lecture and two labs every week during the semester. The author teaches the large lecture, and seven instructors (including her) teach the 19 lab sections. In previous years, the lecture and labs functioned separately, with little coordination between what students learned in lecture and what they did in lab. Further, the instructors of these lab sections exercised "pedagogical autonomy"; instructional goals, classroom instruction, and assignments reflected individual preferences, styles, and habits. In the face of these challenges, team teaching, the author thought, could be an effective, meaningful way to usher in change. Team teaching, as used in this course, means that all the MGT 3373 instructors, with her as the leader/facilitator, have opportunities to contribute their ideas and insights about both the course's administration (policies, schedule) and its curriculum (assignments, grade percentages). A team-teaching approach to MGT 3373 instruction has been a way to begin addressing some of the issues plaguing the course and to promote increased coordination and standardization. Although it's still early in the team-teaching process, the author has learned some important lessons about leading a teaching team in the context of change, and some of these lessons may prove valuable to others who occupy or inherit a similar position. In this article, she shares some of these lessons.
Literature supports the value of team teaching in promoting student learning in higher education. Indeed, data from a study of our team teaching confirm that support. However, definitions of team teaching in the literature are based on a cacophony of voices arising from a variety of pedagogical contexts. Thus, disparate definitions of team teaching are not helpful in explaining why team teaching is so effective in promoting student learning. We provide a solution to this conflict between definitions and praise of effectiveness by noting that the definitions of team teaching are wrong headed because they appeal to logistics, not pedagogical theory, and by providing a theoretical basis that explains why team teaching can be effective given the bewildering array of circumstances under which it is practiced. We also raise issues about team teaching to propose a thorough study of team teaching.
This article provides one example of a method of analyzing qualitative data in an objective and quantifiable way. Although the application of the method is illustrated in the context of verbal data such as explanations, interviews, problem-solving protocols, and retrospective reports, in principle, the mechanics of the method can be adapted for coding other types of qualitative data such as gestures and videotapes. The mechanics of the method we outlined in 8 concrete step. Although verbal analyses can be used for many purposes, the main goal of the analyses discussed here is to formulate an understanding of the representation of the knowledge used in cognitive performances and how that representation changes with learning This can be contrasted with another method or analyzing verbal protocols, the goal of which is to validate the cognitive processes of human performance, often as embodied in a computational model
Acuminating Pedagogical Skills Through Team Teaching
- Priyanka Chopra
Chopra, Priyanka. 2015. "Acuminating Pedagogical Skills Through Team Teaching." International Journal of Science and
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Institute for the Future for
- Anna Davies
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Teaming: How Organizations Learn, Innovate, and Compete in the Knowledge Economy
- Amy C Edmondson
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Francisco: John Wiley & Sons.
Perspectives on Team Teaching
- Karin Goetz
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Student Collaboration and Independence from Day One in Higher Education
- Peter Hjort
- Jaana Holvikivi
- Petri Vesikivi
- Sakari Lukkarinen
Hjort, Peter, Jaana Holvikivi, Petri Vesikivi, and Sakari Lukkarinen. 2015. "Student Collaboration and Independence from
Day One in Higher Education." The Proceedings of 43rd Annual SEFI Conference, Orléans, France.
Building the Cooperative Teaching Mode of “Team Teaching
- Guan Huisheng
- Gao Qingsong
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Universitatis Danubius. Communicatio 7 (2): 33-42.
Creation of a Collaborative Study Community in Engineering Studies
- Sakari Lukkarinen
- Jaana Holvikivi
- Peter Hjort
- Mikko Mäkelä
- Minna Lakkala
Lukkarinen, Sakari, Jaana Holvikivi, Peter Hjort, Mikko Mäkelä, and Minna Lakkala. 2016. "Creation of a Collaborative Study
Community in Engineering Studies." International Conference of Engineering Education (ICEE2015), Zagreb, Croatia,
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Opettajuus muutoksessa: yhteisopettajuuden tuoma muutos opettajuuteen opettajien kokemusten näkökulmasta
- Lotta Ulvelin
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näkökulmasta [Teachership in Transformation: Teacher Perspective on Change of Teachership Towards Collaborative
Teaching]." Master of Special Education, Special education, Jyväskylä University.
Case Study Research: Design and Methods. Thousand Oaks: Sage publications
- Robert K Yin
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- Anna Davies
- Devin Fidler
- Marina Gorbis