Different forms of team teaching as learning opportunities in cooperative practicum settings

De Zordo, Lea; Hagenauer, Gerda; Hascher, Tina (2017). Different forms of team teaching as learning opportunities in cooperative practicum settings. Lehrerbildung auf dem Prüfstand, 10(Sonderheft), pp. 8-29. Verlag Empirische Pädagogik

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Internships in pre-service teacher education often take place in teams: Student teachers are assigned in pairs of two and work together more or less collaboratively. Baeten and Simons (2014) specify five team teaching forms that can be differentiated by the level of required collaboration. The research project „Cooperation in internships“ examines student teachers cooperation experiences during internship. The students were enrolled in pre-school or primary school education at the institute of teacher education in Berne. The study related to the first internship (2 measurement points, N = 83) explored which team teaching forms were used; how helpful these team teaching forms were perceived by the student teachers and which conditions contributed to a successful team teaching experience from a students‘ perspective. The findings revealed differences in the occurrence of the five team teaching models. Overall, the student teachers considered team teaching as very helpful for learning to teach. The quality of arrangements, the quality of the relationship, and the students‘ characteristics could be detected as conditions supporting the success of team teaching in the practicum.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Education > School and Teaching Research

UniBE Contributor:

De Zordo, Lea; Hagenauer, Gerda and Hascher, Tina

Subjects:

300 Social sciences, sociology & anthropology > 370 Education

ISSN:

1867-2779

Publisher:

Verlag Empirische Pädagogik

Language:

German

Submitter:

Noemi Martina Casola

Date Deposited:

25 Apr 2018 09:38

Last Modified:

23 Jan 2019 08:59

BORIS DOI:

10.7892/boris.112592

URI:

https://boris.unibe.ch/id/eprint/112592

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