Teaching in a Shared Classroom: Unveiling the Effective Teaching Behavior of Beginning Team Teaching Teams Using a Qualitative Approach-Reference-Cited by-同舟云学术

Teaching in a Shared Classroom: Unveiling the Effective Teaching Behavior of Beginning Team Teaching Teams Using a Qualitative Approach

Published:2023-10-25 Issue:11 Volume:13 Page:1075
ISSN:2227-7102
Container-title:Education Sciences
language:en
Short-container-title:Education Sciences

Author:

Mariën Dries¹^ORCID,Vanderlinde Ruben²^ORCID,Struyf Elke³

Affiliation:

1. Department of Training and Education Sciences, University of Antwerp, 2000 Antwerpen, Belgium

2. Department of Educational Studies, Ghent University, 9000 Ghent, Belgium

3. Antwerp School of Education, University of Antwerp, 2000 Antwerpen, Belgium

Abstract

This study aims to gain insight into the experiences of beginning team teaching teams and the dimensions of effective teaching behavior that are perceived as clear added value in their pedagogical practices. Sixteen beginning team teaching teams from twelve different elementary schools participated in team interviews. The more complex dimensions of effective teaching behavior, based on the International Comparative Analysis of Learning and Teaching (ICALT) framework, such as adaptive teaching and activating learning, were perceived as clear added value in their team teaching practices. Meanwhile, the more basic teaching dimensions—including efficient classroom management, providing clear instruction, and creating a safe and stimulating learning climate—were reported to a lesser extent.

Funder

Research Foundation—Flanders

Publisher

MDPI AG

Subject

Public Administration,Developmental and Educational Psychology,Education,Computer Science Applications,Computer Science (miscellaneous),Physical Therapy, Sports Therapy and Rehabilitation

Link

https://www.mdpi.com/2227-7102/13/11/1075/pdf

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