Abstract:

The teaching profession continues to be typified by a highly individual character where teachers take sole responsibility for their classes, with little or no cooperation with their colleagues (OECD, 2018; Vanblaere & Devos, 2016). However, evidence suggests that teachers may have a greater impact on their learners’ outcomes when they combine individual expertise and work in collaboration with each other (Goddard et al., 2015; Vangrieken et al., 2015).

Team teaching is a teaching model in which “two or more teachers work together in some level of collaboration in the planning, delivery and/or evaluation of a course” (Baeten & Simons, 2014, p. 93). In a team teaching environment, learners learn by interacting and collaborating with their teachers and each other and by observing their teacher team’s interaction (Topping, 2005). Literature suggests that team teaching potentially provides rich and varied lessons, increased support and learning gains. However, team teaching may possibly also cause some confusion. To support the implementation of team teaching, stakeholders (teachers and policy makers) require an instrument offering insights to support their decision making.

In this presentation, we explain the development and validation of an easy-to-use questionnaire to explore learners’ perceptions of team teaching. The questionnaire was developed and validated in four stages: an extensive literature review (1) resulted in a preliminary version of the questionnaire (2) containing advantages and disadvantages for learners of team teaching. The final questionnaire comprises of 16 items and four factors (Rich and varied lessons, Increased support, Learning gains, Confusion) and appears to be valid, internally consistent and reliable.

References:
[1] Baeten, M., & Simons, M. (2014). Student teachers' team teaching: Models, effects, and conditions for implementation. Teaching and Teacher Education, 41, 92-110.
[2] Goddard, R., Goddard, Y., Sook Kim, E., & Miller, R. (2015). A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning. American Journal of Education, 121(4), 501-530.
[3] OECD. (2018). TALIS 2017 results: International perspectives on teaching and learning. Paris: OECD.
[4] Topping, K. J. (2005). Trends in peer learning. Educational psychology, 25(6), 631-645.
[5] Vanblaere, B., & Devos, G. (2016). Relating school leadership to perceived professional learning community characteristics: a multilevel analysis. Teaching and Teacher Education, 57, 26–38.
[6] Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17-40.

Keywords:

Team teaching, learners’ experiences, questionnaire development, questionnaire validation.