Lecturer’s and assistant’s views on collaborative teaching at the university

Authors

  • Eleri Lõhmus
  • Henry Narits
  • Kadri Ugur

DOI:

https://doi.org/10.12697/eha.2019.7.2.09

Keywords:

team teaching, autoethnographic research, higher education pedagogy

Abstract

Märksõna koostöö on kõrghariduse võlu- ja võtmesõna, mis aitab toime tulla piiratud ressursside ning kasvava konkurentsiga. Ühise õpetamise vorme on kõrgkoolides kasutusel palju, alates loengute jagamisest eri õppejõudude vahel kuni õpetamiseni võrdselt vastutavate ja panustavate partneritena dialoogi pidades. Artiklis kirjeldatakse ja analüüsitakse Eleri Lõhmuse ja Henry Naritsa koosõpetamise kogemust audiovisuaalse produktsiooni praktilisel kursusel Tartu Ülikooli ühiskonnateaduste instituudis 2018. aasta sügissemestril. Artikkel põhineb autoetnograafiliselt dokumenteeritud materjalil, mida Lõhmus ja Narits kogusid ühistöö käigus. Artikli kolmas autor tegi intervjuud üliõpilastega, et lisada autoetnograafilistele tähelepanekutele õppija vaatepunkt. Kogutud empiirilise materjali analüüs osutab, et koosõpetamine kõrgkoolis on efektiivne ja arendav kõigile osalistele, aga õppetöö õnnestumine sõltub planeerimis- ja refleksioonioskustest ning vajab praegusest rohkem formaalset tuge.

PDF Summary

Downloads

Download data is not yet available.

References

Anderson, L. (2006). Analytic autoethnography. Journal of Contemporary Ethnography, 35(4), 373–395. https://doi.org/10.1177/0891241605280449

Andersson, R., & Bendix, L. (2006). eXtreme teaching: A framework for continuous improvement. Computer Science Education, 16(3), 175–184. https://doi.org/10.1080/08993400600912335

Atkinson, P. (2006). Rescuing autoethnography. Journal of Contemporary Ethnography, 35(4), 400–404. https://doi.org/10.1177/0891241606286980

Austin, A. E., & Baldwin, R. G. (1991). Faculty collaboration: Enhancing the quality of scholarship and teaching. Washington: George Washington University.

Bullough, R. V., Young, J., Birrell, J. R., Clark, C. D., Egan, W. M., Erickson, L., … & Welling, M. (2003). Teaching with a peer: A comparison of two models of student teaching. Teaching and Teacher Education, 19(1), 57–73. https://doi.org/10.1016/S0742-051X(02)00094-X

Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473–490. https://doi.org/10.1016/j.jsp.2006.09.001

Crawford, R., & Jenkins, L. E. (2018). Making pedagogy tangible: Developing skills and knowledge using a team teaching and blended learning approach. The Australian Journal of Teacher Education, 43(1), 127–142. https://doi.org/10.14221/ajte.2018v43n1.8

Da Fonte, M. A., & Barton-Arwood, S. M. (2017). Collaboration of general and special education teachers: Perspectives and strategies. Intervention in School and Clinic, 53(2), 99–106. https://doi.org/10.1177/1053451217693370

Delamont, S., & Atkinson, P. (1995). Fighting familiarity: Essays on education and ethnography. Cresskill: Hampton Press.

Dugan, K., & Letterman, M. (2008). Student appraisals of collaborative teaching. College Teaching, 56(1), 11–15. https://doi.org/10.3200/CTCH.56.1.11-16

Eesti inimarengu aruanne (2001). Tallinn: Tallinna Pedagoogikaülikool, rahvusvaheliste ja sotsiaaluuringute instituut.

Ellis, C., & Bochner, A. P. (2000). Autoethnography, personal narrative, reflexivity: Researcher as subject. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 733–768). Thousand Oaks, London, New Delhi: Sage Publications.

Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2001). Participant observation and fieldnotes. In P. Atkinson, A. Coffey, S. Delamont, J. Lofland, & L. Lofland (Eds.), Handbook of ethnography (pp. 352–368). London, Thousand Oaks, New Delhi: Sage Publications. https://doi.org/10.4135/9781848608337.n24

Friend, M. (2008). Co-teaching: A simple solution that isn’t simple after all. Journal of Curriculum and Instruction, 2(2), 9–19.

Gaytan, J. (2010). Instructional strategies to accommodate a team-teaching approach. Business and Professional Communication Quarterly, 73(1), 82–87. https://doi.org/10.1177/1080569909358097

George, M. A., & Davis-Wiley, P. (2000). Team teaching a graduate course: Case study: A clinical research course. College Teaching, 48(2), 75–80. https://doi.org/10.1080/87567550009595818

Gordon, T., Holland, J., & Lahelma, E. (2001). Ethnographic research in educational settings. In P. Atkinson, A. Coffey, S. Delamont, J. Lofland, & L. Lofland (Eds.), Handbook of ethnography (pp. 352–368). London, Thousand Oaks, New Delhi: Sage Publications. https://doi.org/10.4135/9781848608337.n13

Hammersley, M., & Atkinson, P. (2007). Ethnography: Principles in practice (3rd ed.). London, New York: Routledge.

Helms, M. M., Alvis, J. M., & Willis, M. (2005). Planning and implementing shared teaching: An MBA team-teaching case study. Journal of Education for Business, 81(1), 29–34. https://doi.org/10.3200/JOEB.81.1.29-34

Henderson, C., Beach, A., & Famiano, M. (2009). Promoting instructional change via co-teaching. American Journal of Physics, 77(3), 274–283. https://doi.org/10.1119/1.3033744

Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687

Jones, S. H., Adams, T. E., & Ellis, C. (Eds.) (2016). Handbook of autoethnography. London, New York: Routledge.

Kamens, M. W. (2007). Learning about co-teaching: A collaborative student teaching experience for preservice teachers. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 30(3), 155–166. https://doi.org/10.1177/088840640703000304

Knights, S., & Sampson, J. (1995). Reflection in the context of team-teaching. Studies in Continuing Education, 17(1–2), 58–69. https://doi.org/10.1080/0158037950170106

Krammer, M., Rossmann, P., Gastager, A., & Gasteiger-Klicpera, B. (2018). Ways of composing teaching teams and their impact on teachers’ perceptions about collaboration. European Journal of Teacher Education, 41(4), 463–478. https://doi.org/10.1080/02619768.2018.1462331

Leavitt, M. C. (2006). Team teaching: Benefits and challenges. Speaking of Teaching, 16(1), 1–4.

Liebel, G., Burden, H., & Heldal, R. (2017). For free: Continuity and change by team teaching. Teaching in Higher Education, 22(1), 62–77. https://doi.org/10.1080/13562517.2016.1221811

Mansell, J. (2006). Team teaching in further education. Educational Research, 17(1), 19–26. https://doi.org/10.1080/0013188740170102

Marincovich, M., Prostko, J., & Stout, F. (Eds.) (1998). The professional development of graduate teaching assistants. Bolton: Anker Pub.

Park, C. (2002). Neither fish nor fowl? The perceived benefits and problems of using graduate teaching assistants (GTAs) to teach undergraduate students. Higher Education Review, 35(1), 30–42.

Park, C. (2004). The graduate teaching assistant (GTA): Lessons from North American experience. Teaching in Higher Education, 9(3), 349–361. https://doi.org/10.1080/1356251042000216660

Plank, K. M. (Ed.) (2011). Team teaching: Across the disciplines, across the academy. Sterling: Stylus Pub.

Preissle, J. (1999). An educational ethnographer comes of age. Journal of Contemporary Ethnography, 28(6), 650–659. https://doi.org/10.1177/089124199129023758

Sandholtz, J. H. (2000). Interdisciplinary team teaching as a form of professional development. Teacher Education Quarterly, 27(3), 39–54.

Saroyan, A., Dagenais, J., & Zhou, Y. (2009). Graduate students’ conceptions of university teaching and learning: Formation for change. Instructional Science, 37(6), 579–600. https://doi.org/10.1007/s11251-008-9071-8

Shibley, I. A. (2006). Interdisciplinary team teaching: Negotiating pedagogical differences. College Teaching, 54(3), 271–274. https://doi.org/10.3200/CTCH.54.3.271-274

Stewart, T., & Perry, B. (2005). Interdisciplinary team teaching as a model for teacher development. Teaching English as a Second or Foreign Language, 9(2), 1–17.

Strömpl, J. (2014). Etnograafiline uurimus. Sotsiaalse analüüsi meetodite ja metodoloogia õpibaas. Külastatud aadressil http://samm.ut.ee/etnograafiline-uurimus.

Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2013). Team entitativity and teacher teams in schools: Towards a typology. Frontline Learning Research, 1(2), 86–98. https://doi.org/10.14786/flr.v1i2.23

Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge: Harvard University Press.

Wadkins, T., Miller, R. L., & Wozniak, W. (2006). Team teaching: Student satisfaction and performance. Teaching of Psychology, 22(2), 118–120.

Downloads

Published

2019-11-01

How to Cite

Lõhmus, E., Narits, H., & Ugur, K. (2019). Lecturer’s and assistant’s views on collaborative teaching at the university. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 7(2), 209–233. https://doi.org/10.12697/eha.2019.7.2.09

Issue

Vol. 7 No. 2 (2019)

Section

Articles

License

The authors who publish in Eesti Haridusteaduste Ajakiri. Estonian Journal of Education agree to the following terms:

  1. This journal provides immediate open access to its content. All the articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
  2. Authors grant the journal right of (1) first publication and distribution of the article, (2) making it available to public, (3) public presentation.
  3. Authors have the right to enter into separate contractual arrangements for posting the article to an institutional repository or publish it in a book with an acknowledgement of its initial publication in this journal.
  4. Authors are permitted to post citations from their work online (e.g. on their website) with an acknowledgement of its initial publication in this journal (see Open Access).