Publication
Title
Team teaching during field experiences in teacher education : investigating student teachers experiences with parallel and sequential teaching
Author
Abstract
During field experiences in teacher education, student teachers are generally placed individually with a mentor. Teacher education institutes search for alternative field experience models, inspired by collaborative learning such as team teaching. This study explores two team teaching models, parallel and sequential teaching, by investigating the student teachers perspective. Quantitative (survey) and qualitative (self-report) methods were used to map their attitudes toward both models, their perception on collaboration, advantages and disadvantages, and the conditions for implementation they consider critical. Student teachers adopt positive feelings toward both models. In sequential teaching, collaboration is experienced significantly higher than in parallel teaching. Both models have their own advantages and disadvantages, but advantages clearly outweigh disadvantages. In comparison with previous research, decreased workload and better management are new advantages, interdependence and complex management new disadvantages. Preparation for new roles is the most important condition in order to successfully implement both models.
Language
English
Source (journal)
Journal of teacher education. - Washington, D.C., 1950, currens
Publication
Washington, D.C. : 2020
ISSN
0022-4871 [print]
1552-7816 [online]
Volume/pages
71 :1 (2020) , p. 24-40
ISI
000501899700003
Full text (Publisher's DOI)
Full text (open access)
Full text (publisher's version - intranet only)
UAntwerpen
Faculty/Department
Research group
Project info
The effect of multimedia hyperlinks in fiction on reading motivation and immersion in adolescent readers: An empirical study.
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
VABB-SHW
Web of Science
Record
Identification
Creation 13.08.2018
Last edited 04.09.2021
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