Proposal Title

True Team Teaching: A taxonomy and Pathway for Cross-Disciplinary Practice

Track

Research Proposal / Learning Theories and Pedagogy

Proposal Abstract

Many faculty members indicate that they team-teach courses, but operationally that term takes on many forms. We propose a taxonomy of team teaching ranging from co-teaching (the course is divided, and individuals teach content in isolation from one another) to True Team Teaching (the instructors collaborate fully on content, they attend and participate in every class, and make decisions together). During this interactive presentation, participants will experience the different types of team teaching and discover why it is imperative to identify the type before delving into a partnership.

Proposal Description

This goal of this research in progress is to provide definitions for the typology of team teaching. Many faculty members indicate that they team-teach courses, but operationally that term takes on many forms. We propose a taxonomy of team teaching ranging from co-teaching (the course is divided, and individuals teach content in isolation from one another) to True Team Teaching (the instructors collaborate fully on content, they attend and participate in every class, and make decisions together). Several factors in higher education are pushing faculty towards team teaching (budget cuts, push for interdisciplinary work, etc.) and it is imperative that faculty members who enter into team teaching agreements are aware of the taxonomy of team teaching. The pedagogical and student learning implications of not defining the instructor roles in a team-taught course as well as not understanding the educational objectives for choosing one level of team teaching over another can be dire. Faculty dissatisfaction with team teaching, student confusion, and a “whiplash” effect as learners struggle to adjust to diverse faculty approaches are a few adverse outcomes of poorly defined and navigated team teaching ventures.

During this interactive presentation, the participants will first learn about the proposed taxonomy for team teaching. Next, they will form groups by drawing a team-teaching type from a hat. They teams will have time to develop a short lesson using the assigned team-teaching type. The other teams will identify which type of team teaching the group is portraying and discuss the pros and cons of the approach.

The research methodology involves both qualitative and quantitative measurements in the form of a survey to obtain data about current team teaching practices at our university. Structured interviews will provide more detailed information to capture the full spectrum of team teaching methods and its implementation.

Session Format

Presentation Session

Location

Room 4

Publication Type and Release Option

Event

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Mar 29th, 9:00 AM Mar 29th, 9:45 AM

True Team Teaching: A taxonomy and Pathway for Cross-Disciplinary Practice

Room 4

Many faculty members indicate that they team-teach courses, but operationally that term takes on many forms. We propose a taxonomy of team teaching ranging from co-teaching (the course is divided, and individuals teach content in isolation from one another) to True Team Teaching (the instructors collaborate fully on content, they attend and participate in every class, and make decisions together). During this interactive presentation, participants will experience the different types of team teaching and discover why it is imperative to identify the type before delving into a partnership.