Search results for: Baeten Marlies
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Team Teaching During Field Experiences in Teacher Education: Investigating Student Teachers’ Experiences With Parallel and Sequential Teaching
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.
Updated: Jul. 07, 2020
This study investigates the attitude of mentors toward student teachers’ team teaching in general and toward parallel and sequential teaching in particular. Furthermore, the authors also examine the advantages and disadvantages the mentors see for the actors involved (mentors, student teachers, and learners) and the conditions they consider necessary for successful implementation. The findings indicate that mentors demonstrated an openness toward the use of team teaching during field experiences. The mentors identified both advantages and disadvantages for mentors and student teachers.
Updated: Feb. 14, 2018
In an attempt to provide alternative models of field experience in teacher education, this review study elaborates team teaching.First, the literature will be explored in order to search for team teaching models that can be used during field experiences in teacher education. The study categorises the wide variety of team teaching models into five models, which differ in the degree of collaboration, i.e. the observation, coaching, assistant teaching, equal status, and teaming model. These models can act as a guide when implementing student teachers’ team teaching during field experiences. Empirical research on student teachers’ team teaching shows its advantages and disadvantages for the student teachers, their mentors and the learners in their classroom.
Updated: Mar. 21, 2017