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Student Teachers' Team Teaching: How Do Learners in the Classroom Experience Team-Taught Lessons by Student Teachers?

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Title: Student Teachers' Team Teaching: How Do Learners in the Classroom Experience Team-Taught Lessons by Student Teachers?
Language: English
Authors: Baeten, Marlies, Simons, Mathea
Source: Journal of Education for Teaching: International Research and Pedagogy. 2016 42(1):93-105.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Secondary Education
Descriptors: Team Teaching, Teaching Methods, Quasiexperimental Design, Sequential Approach, Questionnaires, Factor Analysis, Models, Content Analysis, Foreign Countries, Student Teachers, Learning Experience, Teacher Collaboration, Secondary School Teachers, Graduate Students, Mentors, Observation, Cooperative Planning, Student Teacher Attitudes, Statistical Analysis
Geographic Terms: Belgium
DOI: 10.1080/02607476.2015.1135226
ISSN: 0260-7476
Abstract: This study focuses on student teachers' team teaching. Two team teaching models (sequential and parallel teaching) were applied by 14 student teachers in a quasi-experimental design. When implementing new teaching models, it is important to take into account the perspectives of all actors involved. Although learners are key actors in the teaching process, their perspective is often ignored. Therefore, the central research question is: How do learners experience sequential and parallel teaching? A questionnaire was administered to the 229 learners participating in the experiment. Exploratory factor analysis and multilevel analysis revealed that both models were evaluated positively. However, parallel teaching scored significantly higher on advantages whereas sequential teaching scored higher on disadvantages. Quantitative content analysis revealed additional information. Benefits of parallel teaching were high levels of concentration and involvement and a positive atmosphere. In sequential teaching, learners appreciated the additional support and variation. Disadvantages of sequential teaching referred to the fact that it was confusing and to differences between both teachers. Learners in parallel teaching disliked the splitting of the class group. They were concerned that both learner groups would not be treated equally. These findings reveal that from the learners' perspective, parallel teaching should be preferred above sequential teaching.
Abstractor: As Provided
Number of References: 38
Entry Date: 2016
Accession Number: EJ1090215
Database: ERIC
FullText Text:
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  Data: Student Teachers' Team Teaching: How Do Learners in the Classroom Experience Team-Taught Lessons by Student Teachers?
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  Data: <searchLink fieldCode="AR" term="%22Baeten%2C+Marlies%22">Baeten, Marlies</searchLink><br /><searchLink fieldCode="AR" term="%22Simons%2C+Mathea%22">Simons, Mathea</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+for+Teaching%3A+International+Research+and+Pedagogy%22"><i>Journal of Education for Teaching: International Research and Pedagogy</i></searchLink>. 2016 42(1):93-105.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: 13
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Team+Teaching%22">Team Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Quasiexperimental+Design%22">Quasiexperimental Design</searchLink><br /><searchLink fieldCode="DE" term="%22Sequential+Approach%22">Sequential Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Analysis%22">Factor Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Planning%22">Cooperative Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Attitudes%22">Student Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Belgium%22">Belgium</searchLink>
– Name: DOI
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  Data: 10.1080/02607476.2015.1135226
– Name: ISSN
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  Data: 0260-7476
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study focuses on student teachers' team teaching. Two team teaching models (sequential and parallel teaching) were applied by 14 student teachers in a quasi-experimental design. When implementing new teaching models, it is important to take into account the perspectives of all actors involved. Although learners are key actors in the teaching process, their perspective is often ignored. Therefore, the central research question is: How do learners experience sequential and parallel teaching? A questionnaire was administered to the 229 learners participating in the experiment. Exploratory factor analysis and multilevel analysis revealed that both models were evaluated positively. However, parallel teaching scored significantly higher on advantages whereas sequential teaching scored higher on disadvantages. Quantitative content analysis revealed additional information. Benefits of parallel teaching were high levels of concentration and involvement and a positive atmosphere. In sequential teaching, learners appreciated the additional support and variation. Disadvantages of sequential teaching referred to the fact that it was confusing and to differences between both teachers. Learners in parallel teaching disliked the splitting of the class group. They were concerned that both learner groups would not be treated equally. These findings reveal that from the learners' perspective, parallel teaching should be preferred above sequential teaching.
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  Label: Abstractor
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  Data: As Provided
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  Data: 38
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  Data: 2016
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  Label: Accession Number
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  Data: EJ1090215
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1090215
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        Value: 10.1080/02607476.2015.1135226
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      – Text: English
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    Subjects:
      – SubjectFull: Team Teaching
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Quasiexperimental Design
        Type: general
      – SubjectFull: Sequential Approach
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      – SubjectFull: Questionnaires
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      – SubjectFull: Factor Analysis
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      – SubjectFull: Models
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      – SubjectFull: Content Analysis
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Student Teachers
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      – SubjectFull: Learning Experience
        Type: general
      – SubjectFull: Teacher Collaboration
        Type: general
      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Graduate Students
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      – SubjectFull: Mentors
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      – SubjectFull: Observation
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      – SubjectFull: Cooperative Planning
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      – SubjectFull: Student Teacher Attitudes
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      – SubjectFull: Statistical Analysis
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      – SubjectFull: Belgium
        Type: general
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      – TitleFull: Student Teachers' Team Teaching: How Do Learners in the Classroom Experience Team-Taught Lessons by Student Teachers?
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