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Team Teaching during Field Experiences in Teacher Education: Investigating Student Teachers' Experiences with Parallel and Sequential Teaching

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Title: Team Teaching during Field Experiences in Teacher Education: Investigating Student Teachers' Experiences with Parallel and Sequential Teaching
Language: English
Authors: Simons, Mathea (ORCID 0000-0002-9239-9324), Baeten, Marlies, Vanhees, Claudio
Source: Journal of Teacher Education. Jan-Feb 2020 71(1):24-40.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Team Teaching, Field Experience Programs, Field Instruction, Student Teachers, Teaching Methods, Sequential Approach, Teaching Models, Student Teacher Attitudes, Teaching Load, Educational Benefits
DOI: 10.1177/0022487118789064
ISSN: 0022-4871
Abstract: During field experiences in teacher education, student teachers are generally placed individually with a mentor. Teacher education institutes search for alternative field experience models, inspired by collaborative learning such as team teaching. This study explores two team teaching models, parallel and sequential teaching, by investigating the student teachers' perspective. Quantitative (survey) and qualitative (self-report) methods were used to map their attitudes toward both models, their perception on collaboration, advantages and disadvantages, and the conditions for implementation they consider critical. Student teachers adopt positive feelings toward both models. In sequential teaching, collaboration is experienced significantly higher than in parallel teaching. Both models have their own advantages and disadvantages, but advantages clearly outweigh disadvantages. In comparison with previous research, decreased workload and better management are new advantages, interdependence and complex management new disadvantages. "Preparation for new roles" is the most important condition in order to successfully implement both models.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1236980
Database: ERIC
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  Data: Team Teaching during Field Experiences in Teacher Education: Investigating Student Teachers' Experiences with Parallel and Sequential Teaching
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  Data: <searchLink fieldCode="AR" term="%22Simons%2C+Mathea%22">Simons, Mathea</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9239-9324">0000-0002-9239-9324</externalLink>)<br /><searchLink fieldCode="AR" term="%22Baeten%2C+Marlies%22">Baeten, Marlies</searchLink><br /><searchLink fieldCode="AR" term="%22Vanhees%2C+Claudio%22">Vanhees, Claudio</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teacher+Education%22"><i>Journal of Teacher Education</i></searchLink>. Jan-Feb 2020 71(1):24-40.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 17
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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>
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  Data: <searchLink fieldCode="DE" term="%22Team+Teaching%22">Team Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Field+Experience+Programs%22">Field Experience Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Field+Instruction%22">Field Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Sequential+Approach%22">Sequential Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Models%22">Teaching Models</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Attitudes%22">Student Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Load%22">Teaching Load</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink>
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  Label: Abstract
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  Data: During field experiences in teacher education, student teachers are generally placed individually with a mentor. Teacher education institutes search for alternative field experience models, inspired by collaborative learning such as team teaching. This study explores two team teaching models, parallel and sequential teaching, by investigating the student teachers' perspective. Quantitative (survey) and qualitative (self-report) methods were used to map their attitudes toward both models, their perception on collaboration, advantages and disadvantages, and the conditions for implementation they consider critical. Student teachers adopt positive feelings toward both models. In sequential teaching, collaboration is experienced significantly higher than in parallel teaching. Both models have their own advantages and disadvantages, but advantages clearly outweigh disadvantages. In comparison with previous research, decreased workload and better management are new advantages, interdependence and complex management new disadvantages. "Preparation for new roles" is the most important condition in order to successfully implement both models.
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        Value: 10.1177/0022487118789064
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      – Text: English
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      Pagination:
        PageCount: 17
        StartPage: 24
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      – SubjectFull: Team Teaching
        Type: general
      – SubjectFull: Field Experience Programs
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      – SubjectFull: Field Instruction
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      – SubjectFull: Student Teachers
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Sequential Approach
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      – SubjectFull: Teaching Models
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      – SubjectFull: Student Teacher Attitudes
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      – SubjectFull: Teaching Load
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      – SubjectFull: Educational Benefits
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      – TitleFull: Team Teaching during Field Experiences in Teacher Education: Investigating Student Teachers' Experiences with Parallel and Sequential Teaching
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