Abstract:

The complexity of pedagogical challenges demands that teachers expand their skills and competencies. The interdisciplinary nature of knowledge, the need for the differentiation and individualization of the learning process and a personalised learning context require the teamwork approach. Both the teamwork skills and digital skills are important generic competencies of modern teachers around the world. Therefore, they need to be included in all teacher education programmes. Students' teamwork skills can be developed both indirectly, by using teamwork as an approach in different study courses, and directly, as part of a specific study course on teamwork in education. In the present study, we compared teamwork experiences of university students in a face-to-face context with the online context. Second-year special education students at the Faculty of Education, University of Ljubljana, Slovenia, participated in the mixed-methods study. The participants completed questionnaires on their teamwork skills, team communication and teamwork efficiency in face-to-face and online contexts. In addition, some open-ended questions were asked to gain a deeper insight into the process of their teamwork in these contexts. The participants’ attitudes towards the different contexts for team communication during teamwork are analysed and compared, and their contribution to team efficiency is examined. Based on the results of the study, a critical reflection on teamwork in teacher education in face-to-face and online settings will be conducted.

Keywords:

Teamwork, teacher education, students, face-to-face communication, online communication.