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ERIC Number: ED417172
Record Type: Non-Journal
Publication Date: 1998-Feb-13
Pages: 13
Abstractor: N/A
Reference Count: N/A
Practicing What We Preach: Team Teaching at the College Level.
Wilson, Vicki A.; Martin, Kaye M.
Muskingum College in Ohio uses team teaching in Teaching Science and Social Studies in Elementary Schools and Teaching Mathematics in Elementary Schools, an 8-semester-hour inquiry block for preservice teachers. The course includes three areas of integration: coordination of course content among the three disciplines, team teaching of strategies common to all disciplines, and coordination of integrated course assignments. Faculty roles in the teamwork include co-planner, muse, cheerleader, critic, and teacher's aide. Though students get credit for mathematics, social studies, and science methods, teachers also integrate teaching of assessment, curriculum integration, multiple intelligences, national and state standards, classroom management techniques, and lesson planning. Prerequisites for this successful team teaching have included similar philosophies concerning students and teaching/learning processes, a strong psyche, flexibility, commitment to the process of team teaching, commitment to the process of continuous improvement, and trust. Benefits for team teachers have included mentoring, generation of creative ideas, pushing each other to higher standards, acting as sounding boards, supporting risk-taking, reflective teaching, and fun. Benefits for students have included effective modeling of collaborative teaching, experience with multiple perspectives, and improved teacher-student relationships. Problems have included the amount of time the project takes, an increase in vocal and written comparisons of teachers by students, and lack of team teaching role models for students during field experiences. Despite any limitations, the benefits outweigh the problems. (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A