A1 Poster Final

A Teacher Perspective Study of
Team-Teaching
in the Professional Studies Module of BSc in Design and Technology Education.
What is team-teaching?
Team-teaching occurs when two or more teachers jointly
deliver instruction to a group of students in a single space
One teach, One observe
Parallel Teaching
Station Teaching
Alternative Teaching
One teach, One assist
Team teaching or tag-teaching
Aims and objectives
To explore how team-teaching can inform (change and
improve) my practice with a view to sharing these insights
with colleagues. To deliver on these aims the following
objectives were set out;
To survey the student group
To evaluate the student feedback which focuses
on the teachers actions
To compare and contrast the refections of
teachers that have engaged with team-teaching.
To identify specifc aspects of the participating
teachers practise that have changed due to the
experience of team-teaching
To trial a range of co-teaching formats, e.g.
team teaching, one teach one observe, Parallel
Instruction, station teaching, etc.
Methodology
Single case study where the primary data sources were;
Written feedback from 19 students over a period
of nine weeks
Students refections/feedback via an online Moodle
forum in week 10
Refections from both teachers in weeks two
and six
Lecturer interviews from undergraduate study.

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Author: Kevin Maye
References
Context
The study is underpinned by the
philosophy of Action Research,
specifcally the idea that ones
own practice is the subject of
the research and that there is a
constant cycle of self-evaluation
seeking to improve ones practice.
Acknowledgements

I would like to thank Dr. Pauline Logue Collins, my
teaching partner and the 4th year students of the BSc in
Design and Technology Education programme.
Discussion and analysis
The thematic analysis revealed;
Student evaluations repeated used words and
phrases such as; motivated, excited, learned a
lot, good discussion, stimulated. To see this
kind of language being used is very rewarding for
the teacher and contributes to a virtuous cycle
of motivating the teacher to continue to look
for ways in which the learning environment can
be improved to continue the spiral of action
research
Students were most likely to be engaged by
tag-teaching and were negatively disposed to
parallel teaching
Moodle refections were more considered than
hardcopy feedback and ultimately of greater value
to the teacher as the insights were generally more
insightful.
Comparative analysis revealed themes that were entirely
consistent with recent studies;
The importance of working with a compatible
teaching partner
The extra planning required to team teach must be
equality shared between partners
The positive effects team-teaching has on
scholarship.

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