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

Reference91 articles.

1. Deneire, A., Faddar, J., Vanhoof, J., and Van Petegem, P. (2014). Denken, Handelen en Professionele Ontwikkeling van Vlaamse Leraren en Schoolleiders: Eerste Resultaten van de Teaching and Learning International Survey (TALIS) 2013, Departement Onderwijs en Vorming, Strategische Beleidsondersteuning. Available online: https://www.oecd.org/education/school/Flanders-TALIS-2013-Vlaams-Rapport-Webversie.pdf.

2. OECD (2020). TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals, OECD Publishing.

3. Relating School Leadership to Perceived Professional Learning Community Characteristics: A Multilevel Analysis;Vanblaere;Teach. Teach. Educ.,2016

4. The Interplay between Class Heterogeneity and Teaching Quality in Primary School;Decristan;Int. J. Educ. Res.,2017

5. An Analysis of Research on Inclusive Education: A Systematic Search and Meta Review;Verschueren;Int. J. Incl. Educ.,2020

Cited by 1 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Team and Transformative Teaching in the Criminology Classroom;Journal of Criminal Justice Education;2024-08-19