Abstract:

This paper tries to present a method of teaching which students in initial training can use to extend their practical experience and explore their own perspectives. After Hatton1985 :229, the team teaching requires teachers to work at the planning stage, discussing and negotiating the curriculum, involving teaching in front of each other in the classroom.

The aims and intentions are quite complex and derive mainly from the characteristics of team teaching and from the position in the course of this paper.

Students usually investigate the whole procedure of team teaching itself, they both can discover the theoretical differences in operating singly and in a team, and begin to come to terms with what working cooperatively means to them personally.

The observation stage, the negotation stage, the classroom action stage, the evaluation stage, the log write-up, the appraisal of team teaching itself are vital stages to the proper operation of this version of team teaching.

The main questionnaire on team teaching itself threw up useful comments that represent a step forward in the students’ understanding. The key issues which surfaced in the questionnaire are discipline, planning and team techniques.

I believe that the kinds of things that students can gain from this experience, considerably overweigh these problems, and make it worth working on improving the technique.

The paper tries to demonstrate the value of supporting this kind of opportunity for real learning which is worth time and effort.

Keywords:

Cooperative teaching, cooperative learning, team teaching, training technique.