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1
Курочкіна, Вікторія Семенівна, Виктория Семеновна Курочкина, Viktoriia Semenivna Kurochkina, Оксана Робертівна Гладченко, Оксана Робертовна Гладченко, and Oksana Robertivna Hladchenko. "Team teaching." Thesis, Sumy State University, 2019. https://essuir.sumdu.edu.ua/handle/123456789/77015.
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Nowadays, when students have access to any information via the Internet, ‘live’
communication in the classroom, the opportunity to observe the other people’s
behavior and emotions, to perform in public are those invaluable resources that attract
students with their content and emotional coloring.
We have decided to highlight the issue of team teaching as we have our own
teaching experience together with the Peace Corps volunteer who came to Sumy State
University to work on the project “Teaching English as a Foreign Language”. The
experiment lasted for two years. In the course of our collaboration we were able to
observe the progress in students’ knowledge, increase in their linguistic competence,
motivation and interest. Many students started attending weekly meetings of the
English Club in order to improve their spoken English, broaden their worldview
through intercultural communication and enrich vocabulary.
Now, when after a two-year stay at Foreign Languages Department our volunteer
has gone home, we want not to forget the acquired experience, to save and share the
achievements obtained over that period of time.
2
Scott, Graham Robert. "Teaching the team-authored text." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=151&did=1871875201&SrchMode=1&sid=1&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270495997&clientId=48051.
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Thesis (Ph. D.)--University of California, Riverside, 2009.Includes abstract. Includes bibliographical references (leaves 233-245). Issued in print and online. Available via ProQuest Digital Dissertations.
3
Battershell, Wendi S. "Dialectic Team Teaching at the University Level: A Study of Four Teams." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1309540447.
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Heo, Jaeyeon. "A case study of team teaching and team teachers in Korean primary schools." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/58689/.
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Team teaching has become widespread in Korean EFL classrooms through the nationwide implementation of the EPIK scheme, the government-sponsored ELT programme. Despite an ongoing process of policy changes in the EPIK scheme and English education, there has been little empirical research with a focus on team teachers and a lack of empirical data regarding classroom interaction where there is a ‘two teachers in one class’ model and this has not helped in the development of understanding or supporting team teaching. This thesis reports on a case study in relation to the team teaching practised by four pairs of team teachers in four different South Korean primary schools. It provides a sophisticated data-led understanding of team teaching implementation and insights into its complexity through descriptive, narrative, reflective and discursive approaches to representation of the data. The full range of diverse interactions between team teachers makes it possible to explore the complex features of team teaching classrooms and to understand the multifaceted nature of the teamteaching relationships. In particular, the emphasis is put on the actual classroom discourse spoken by the team teachers, which fills gaps methodologically in terms of developing understanding of classroom interaction with a two-teachers-oneclass model. The four pairs of team teachers have varying team teaching styles with different levels of collaboration and experiences in their contexts. The distinctive characteristics of their interactional relationships are documented through six themes: delivering collaborative presentation in team instruction; taking charge of different skills and content roles; using L1 and L2; providing complementary support; making decisions and intervention; and partnership talk. In addition, the interactional relationship between team teachers has multidimensional features in terms of power, equality, complementarity, interdependence, and collaboration in contrived collegiality. In addition, the key factors underlying their interactional relationships are identified as professional (personal), pedagogic (team), and interpersonal factors.
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Rupp, Ellen A. "Implementing Team Teaching In a Title 1 Program." Defiance College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=def1281638415.
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Smith, Elliot. "Effectiveness of English teaching with JET Programme Assistant Language Teachers and Japanese Teachers of English : Team Teaching Perceptions through Team Interviews." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194683.
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This research seeks to develop further understandings of effectiveness of the Japan Exchange and Teaching (JET) Programme. The JET programme is an internationalisation programme of which employs primarily native English language speakers into the role of Assistant Language Teachers of whom aid in teaching English within school settings across Japan. Inspiration to undertake the project arose through an observation that previous research into the JET programme displays an overwhelmingly negative perspective of the programme’s effectiveness, not least due to the consistent reduction in Japan’s perceived foreign language attainment rates in recent years. This study seeks to develop a new angle of understanding regarding the JET programme, namely through analysing its Assistant Language Teacher’s and Japanese Teachers of English’s perceptions of their own experiences within the programme, and what they each determine effectiveness to be within their own roles. These perceptions were elicited through joint interviews with pairs of Assistant Language Teachers and Japanese Teachers of English of whom work or worked together. Four interviews took place harbouring two participants in each, totalling eight participants. Through utilisation of thematic and multimodal analytical methodologies in tandem, participant pairs’ individual and collaboratively created perspectives were attained. Results displayed the importance of individual relationships towards effectiveness within participants’ working lives. Effectiveness was primarily displayed through empathetic understanding and supporting one another, alongside actions of which allowed participants to challenge the JET programme together and empower their own relationships in the process. Further, theoretical frameworks of language teacher effectiveness are utilised and display intriguing results pertaining to how participants fulfil their working roles, and how these roles act in empowering potentially problematic norms of what a native speaker is.
7
Taylor-Jackson, Estella. "A secondary cooperative team teaching developmental model content validation study." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/1803.
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Phillips, Julie K. "The Art of Collaboration in the Classroom: Team Teaching Performance." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/1451.
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The Art of Collaboration in the Classroom: Team Teaching Performance is a co-written masters thesis which records our research in the field of team teaching as it relates to theatre education at the university level. It is our intent that this text be used as a tool for helping universities and teachers decide if a collaborative teaching model is right for their courses. A portion of the text is research-based, examining the scholarly writings which have preceded our work. In Chapter 1, we compiled a set of definitions, in the hopes of codifying the language used within this document as well as that used within the field. We establish a hierarchy of terms associated with teaching in collaborative forms. We then describe the various models associated with collaborative teaching, specifically the model which we have employed: team teaching.Chapter 2 explores the reasons for and against implementing collaborative teaching structures in higher education. Chapter 3 discusses team teaching specifically, and explores reasons for implementing it at the university level, and in artistic disciplines, specifically acting. We also discuss the practical appropriateness for this model in today's classrooms.The second section of the text is practical in nature. Chapter 4 includes a description of our actual experiences working together in the classroom, including discoveries, failures and successes. Finally, Chapter 5 is a guide for implementing team teaching which covers the basic essentials of starting a team teaching program. This section of the document can be used as a training tool for future co-teachers in the VCU theatre graduate program.
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Neilsen, Jenna M. "The Art of Collaboration in the Classroom: Team Teaching Performance." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/912.
Full textAbstract:
The Art of Collaboration in the Classroom: Team Teaching Performance is a co-written master's thesis which records our research in the field of team teaching as it relates to theatre education at the university level. It is our intent that this text be used as a tool for helping universities and teachers decide if a collaborative teaching model is right for their courses. A portion of the text is research-based, examining the scholarly writings which have preceded our work. In Chapter 1, we compiled a set of definitions, in the hopes of codifying the language used within this document as well as that used within the field. We establish a hierarchy of terms associated with teaching in collaborative forms. We then describe the various models associated with collaborative teaching, specifically the model which we have employed: team teaching.Chapter 2 explores the reasons for and against implementing collaborative teaching structures in higher education. Chapter 3 discusses team teaching specifically, and explores reasons for implementing it at the university level, and in artistic disciplines, specifically acting. We also discuss the practical appropriateness for this model in today's classrooms.The second section of the text is practical in nature. Chapter 4 includes a description of our actual experiences working together in the classroom, including discoveries, failures and successes. Finally, Chapter 5 is a guide for implementing team teaching which covers the basic essentials of starting a team teaching program. This section of the document can be used as a training tool for future co-teachers in the VCU theatre graduate program.
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Presko, Kimberly M. "The development of the interdisciplinary team audit /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901271.
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Wheeler, Shane. "Evaluating a teacher support team programme." Thesis, Peninsula Technikon, 2004. http://hdl.handle.net/20.500.11838/1902.
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Thesis (MTech (Education))--Peninsula Technikon, 2004"The ability to collaberate effectively is important for educators who have to work together to serve learners who have learning disabilities in general education classrooms. The rationale for this study was to evaluate school-based assistance. The study focused on the conceptualisation, design, implementation and impact of a Teacher Support Team programme, as implemented at a primary school. The main objectives were to establish whether effective collaberation requires that educators have knowledge and skills that they share with one another for the purpose of solving classroom problems. It also sought to highlight the importance of collaberation among professional staff."
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Harper, Cary L. "Perceptions of the co-teaching experience: Examining the views of teaching staff and students." Marietta College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241468954.
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Mislang, Jonathan. "The experiences of undergraduate nursing students enrolled in a team teaching curriculum." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/37986.
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Contemporary nursing education has seen a shift towards student-centred teaching and learning strategies. Team teaching is a student-centred strategy that involves the collaboration of multiple teachers to plan, deliver, and evaluate a course. Team teaching has been used in disciplines outside of nursing education, but there is little literature to support its use within the classroom in undergraduate nursing education. The purpose of this qualitative descriptive study is to examine the experiences of undergraduate nursing students enrolled in a newly revised curriculum at the University of British Columbia School of Nursing (UBC SON) that has adopted team teaching as its main pedagogical teaching and learning strategy. The aim of this research is to provide an evidence-based evaluation of the team teaching strategy with the intent of suggesting ways to improve its delivery. Constructivism and adult learning theory were used to guide this study. Non-randomized convenience sampling produced a study population of 49 third-term undergraduate nursing students enrolled in the UBC Bachelor of Science in Nursing (BSN) program starting in September 2009. Students completed a survey consisting of six open-ended questions designed to describe their experiences with team teaching. Content analysis methodology was used to analyze the data. Findings suggested that students supported the use of team teaching and viewed it as a positive influence on their learning experience. Four positive themes from team teaching emerged from the research: challenging student learning, increasing teacher credibility, teams acting as nursing role models, and promoting student learning. The implications of this research focused primarily on nursing education. Seven recommendations on how team teaching delivery can be improved within the UBC SON curriculum are suggested.
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Britton, Peter James. "A critical examination of effective team development : transforming a group of teachers into an effective team at a Queensland independent school." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36580/1/36580_Britton_1997.pdf.
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Teamwork is no longer an option. This is essential for growth and survival in a
world undergoing rapid organisational change. Educational systems are changing
world-wide as governments devolve, deregulate and advocate self-managing schools.
A significant infra-structural aspect of a devolved, deregulated and self-managed
school is the effective team. Effective work teams are achieving good results because
they are structured around work and work systems. Consequently, for the new
millennium, schools need people who understand the dynamics of effective teams
and the skills to be effective team leaders and members.
Broadly, the literature describes three aspects related to effective teams: Leading
Teams, Stages of Team Development and the Building Blocks of Effective Teams.
These issues are currently examined independently. In this study, the Building
Blocks of Effective teams and the characteristics of the Stages of Team Development
were integrated into a teambuilding process.
The aim of the study was to critically examine a process that transforms a group of
individuals into an effective team. The teambuilding process integrated the Building
Blocks of Effective teams and the characteristics of the Stages of Team
Development.
Action-research methods and a case study were selected for the study. The case
study was to design an enrichment program that would specifically meet the needs of
the school's gifted and talented students and would ultimately benefit all students.
The data gathering methods were semi-structured interview, observations and
questionnaire. The primary outcome of the thesis is a critical examination of the teambuilding
process. Secondly, the examination supplements the literature as it reshapes existing
knowledge by synthesising the stages of team development and the Building Blocks
of effective teams. Thirdly, the thesis has the potential to empower others in similar
situations as it outlines the theory on effective teams, presents a process that
transformed a group of teachers into an effective team, and provides a detailed
account of the reactions, observations and reflections of team members involved in
the study. Finally, readers have the opportunity to reflect on their own experiences
and they may be able to derive new understandings and insights into creating and
working with teams.
A variety of implications arise from the study. Firstly, readers are cautioned that the
thesis is based on a single case study and the results are not generalisable. Secondly,
the study has implications for teachers (both as individuals and team members)
school leaders, and pre-service teachers education institutions. Schools are being
promoted as learning organisations and one of the keys to a successful learning
organisation is the ability of its members to work in teams. Often great teams rarely
start off as great. Usually, they start as a group of individuals. It takes time to
develop the knowledge of working as a whole. The chances of transforming a group
of individuals into an effective team are enhanced when group members understand
the Stages of Team Development and the Building Blocks of Effective Teams.
School leaders are charged with the responsibility of articulating the vision. Visions,
which tap into an organisations deeper sense of purpose, have the power to engender
commitment. To be genuinely shared, such visions must emerge from many people
working in teams and reflecting on the organisation's purpose. School leaders should
nurture and develop teamwork and teambuilding in their quest for superior
organisational performance.
Pre-service teachers education institutions have an obligation to prepare student
teachers for the team environment in which they will work on completion of their
studies. First year teachers, as for all teachers, are expected to be effective members
of curricular, cocurricular and, review and development self-directed work teams. Finally, the study has implications for future research. The study points to further
research related to teambuilding. It would be valuable to explore further the
relationship between the Stage of Team development and the Buildings of effective
Teams as these two aspects of effective teams appear to be inextricably linked.
Secondly, the effectiveness of decision-making appears to vary in each stage of team
development. Research could validate this observation and identify strategies for
improvement. Finally, the ability to share a vision is crucial to building
commitment. This aspect of teambuilding is worthy of further research as it may
identify various strategies that can be used by leaders.
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Marks, Lori J., M. L. McMurray, C. Hales, and M. K. Young. "An Analysis of Assistive Technology Team Evaluations." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/3544.
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Brown, Phillip. "A Survey of Professional Development for Co-teaching." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/719.
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The purpose of this exploratory study was to determine the perceptions of co-teachers concerning their professional development needs for co-teaching and to determine the level of training they received to prepare them for co-teaching. Sixty-one co-teachers (general education teachers: n=36, 59%; special education teachers: n=25, 41%) in the state of Kentucky completed the Professional Development for Co-teaching Survey for Teachers (PDCST). Survey data demonstrated mean ratings for 14 content-related items ranging from 5.57 to 7.31 indicating teachers generally perceived all were important to their professional development. The items identified as the most critical content were: co-teaching strategies that allow both co-teachers to play active instructional roles, strategies for sharing roles and responsibilities among co-teachers, strategies for building and sustaining co-teaching partnerships, and co-teaching formats. Teachers also identified content area training and planning for co-teaching in open ended queries. Second, co-teachers prioritized content, formats, and follow-up activities for professional development. Top content priorities included strategies for building and sustaining co-teaching partnerships, co-teaching formats, and strategies for sharing roles and responsibilities. Participants identified single day workshops, multiple day workshops, and professional learning communities as their top professional development formats. Top follow-up activities were observing experienced co-teachers, additional professional development, and mentoring from an experienced co-teacher or co-teaching team. Co-teachers validated suggestions on professional development for co-teaching. The items with the highest validation included: train co-teachers prior to co-teaching, train co-teachers with their co-teaching partners, and provide three to five days of preparation for co-teachers. Additionally, the following suggestions were made: include planning time during and after training, provide opportunities for practice and feedback during and after training, and provide opportunities for teachers to observe model co-teaching teams. Lastly, nearly half the co-teachers (n=28, 46.7%) reported receiving no professional development for co-teaching. Sixteen teachers (26.2%) reported between one to six hours of training, while seven (11.5%) reported having between seven to 12 hours. The results may be used to guide professional developers and teacher educators in preparing future and current co-teachers. Additionally, recommendations for training, policy, and future research are provided.
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Chen, Shu-Hsin. "Intercultural team teaching : a study of local and foreign EFL teachers in Taiwan." Thesis, Durham University, 2009. http://etheses.dur.ac.uk/1947/.
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Williams, Alicia, Millie Wykoff, Ryan Tewell, Jodi Polaha, and Jim Holt. "Harmonizing Clinical, Research, and Teaching Aims: Team Care for Patients with Complex Needs." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6447.
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At the conclusion of this session, the participants will be able to: 1. Describe a team-based approach to addressing complex patients’ needs. 2. Develop engaged and experiential methods for teaching interprofessional learners about team-care for complex patients. 3. Demonstrate familiarity with an evaluation strategy and preliminary outcomes data for a team approach for complex patients.
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Platt, Rita Dalgaard. "Teachers as curriculum planners in science : a case study of a primary teaching team." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31309.
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Efforts to improve the quality of schools and to create rich and productive learning environments for all children have historically been a continuous ebb and flow of planned change, innovations and reforms. The purpose of this study was to examine how a team of three teachers worked collaboratively to plan, develop and present a science unit of study to their "family grouped" students. The inferred intent of the Year 2000 initiatives seems to recognize the power and the potential in the experience of the classroom teacher. It recognizes not only the teacher's ability to work collaboratively in a team but also to be the curriculum planner and facilitator of learning experiences. This study examines three phases of curriculum development: the pre-instructional planning and creation of Science Discovery Boxes for primary children; the instructional phase of actual classroom activities; and the evaluation and reflections by the teaching team on their curriculum planning and translation experience. The findings of the study emphasize the importance these teachers place on collaborative team work as they outline numerous personal qualities that are essential for collaborative work. The findings also indicate that the teachers were involved in a change process prior to the Provincial implementation initiatives indicating the need for a shift in educational paradigms. The study suggests that greater in-service in science education be provided for teachers with the same vigor as given to other subject areas such as Language Arts, and that greater recognition be given to the role that everyone's life experiences play in personal and professional growth and change processes that are a complex and valuable component in the lives of teachers.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Isah, Esther Ebole. "Physicians‟ information practices : a case study of a medical team at a Teaching Hospital." Doctoral thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-3630.
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This thesis is a user study within library and information science on participatory practices of a professional group in work activity. This has been investigated only to a minor extent in previous library and information science research. The qualitative empirical focus alternates between physicians‟ engagements in work practice and workplace learning within patient care. The overall research problem was to learn how people in workplaces interacted with information that was embedded, intricately intertwined, and tightly bound to the ongoing routines of their everyday work. This thesis aims at understanding information practices of professionals in occupational settings as exemplified by a team of physicians in a Nigerian teaching hospital. In this thesis, the focus was on the collective work activity, and the specific goals identified include how physicians interact and make meaning in the context of the social activities in the workplace, how professionals individually or collectively gather, understand, produce, share and use information, and how workplace learning influences information practices. Information practices are viewed as sociocultural practices that occur inside other practices. The thesis focuses on a nuanced, contextualized understanding of the interplay between the participating actors in activity, the activity per se, and the intermediary role of tools and artefacts. The epistemological point of departure is the sociocultural perspective that emphasizes the dynamic interdependence of the individual with the social and collective development focusing on mediation through tools and artefacts in cultural, institutional, and historical situations. I have chosen cultural-historical activity theory and the practice theories to analyse the dynamic processes in the context of patient care. Their underlying principles guided the empirical study, facilitating extrapolations and illustrations in the analysis. The cultural-historical activity theory was used to understand contextual issues that influence information practices in work activity: the object and subject of activity, division of labour, rules and norms, community, tools and artefacts, as well as the activity system itself and the hierarchical structure of the activity. Theories and concepts employed from a practice perspective on learning were considered useful for understanding the participatory modes in workplace and the influence of social learning communities on diverse information processes. In so doing, the study strives to provide a holistic understanding of information practices, workplace learning, and the relationships between them.The empirical data was gathered through a qualitative case study that lasted over a period of two years. Direct observation was the dominant data collection technique 5 used throughout the preliminary and main empirical studies to capture physicians‟ information practices and experiences. The observation focused on the Clinical Pharmacology and Therapeutics (CPT) team‟s encounters with patients; the interactions they had amongst themselves, and events and situations surrounding patient care. During the main study, other data collection techniques were employed alongside the observation method. In-depth open-ended interviews were conducted with 17 physicians and 9 non-physicians who were selected to provide rich and varied descriptions of the phenomena under study. The interview time totalled at 1,535 minutes. Physical artefacts were another data collection technique employed: 30 patients‟ medical records were assessed during the empirical study. Finally, informal interactions in the research setting were an additional data collection technique used continuously throughout the two empirical periods. The results were analyzed through a combination of inductive and deductive methods of analysis. There are four parts to the empirical results in this thesis. In the first, contextual elements that showed how work environment can be an influencing factor in the information practices of a professional group are described from the perspective of cultural historical activity theory. In the second part, the nature of information access in the real-world information environment was portrayed. It was found that information sources and strategies contributed to the overarching goal of restoring patient health to normalcy. The information sources and strategies were also found useful for mediating the information environment both subjectively and intersubjectively. An equally important result concerns the authority issues related to information sources and strategies. In the third part, available tools and artefacts were presented as useful information aids that also played a mediating role. Tools were categorised into physical tools and language. Language was categorized according to the social situations or classes of speakers. The case notes were seen as useful artefact and occupied a central niche in the studied work activity. These tools and artefacts enabled affordances around which social practices were built on in the work activities. In the last part of the results, various information practices that mirror the participatory practices rather than those of isolated individuals are highlighted. Six dimensions made up and covered the most vital spectrum of the information processing: information gathering, meaning making, information sharing, information use, reading, and documentation. Furthermore, the study revealed that learning took place simultaneously with the work activity and that it influenced information practices at the same time.Academic dissertation for the Degree of Doctor of Philosophy in Library and Information Science at the University of Borås to be publicly defended on Friday 19 October 2012 at 13.00 in lecture room D 211, University of Borås, Allégatan 1, Borås.
21
Marshall, Esther. "Identity, Power, and Conflict in Preschool Teaching Teams." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6714.
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Despite the common occurrence of teaming in preschool classrooms, very little research has explored the experiences of teachers working in such a context. Due to a high turnover of preschool teachers and a recent change in the educational requirements of lead teachers in Head Start, it is anticipated that the number of young and inexperienced lead teachers is likely to increase. The purpose of this case study research is to illuminate the teaming relationships between young, recently qualified lead teachers and their assistants working together within one classroom. Over the course of a school year, interviews and observations were conducted of two Head Start teaching teams. Five major themes were revealed through data analysis: understanding of roles; organization of work; use and resistance of power; development and management of conflict; and support from within and outside the team. Analysis across the findings of both cases showed that identity and power played a central role in team functioning. The teachers' identities, perceived threats to their identities, and their understanding of the power differential played a significant role in the way the teams organized their work, the way the teachers viewed their roles within the team, and the conflict and support they experienced. Conclusions of the study are discussed through the lens of identity process theory and elements of Bourdieu's theory of power and practice. Implications for teacher professional development and the need for increased institutional support for teaming in preschool is presented.
22
"Collaborative team teaching." KEAN UNIVERSITY, 2008. http://pqdtopen.proquest.com/#viewpdf?dispub=1447140.
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Wan, Lin-Yi, and 萬藺儀. "Teaching and Learning Vocabulary in Intercultural Team-Teaching Classrooms." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/65335853024030882378.
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碩士國立交通大學
英語教學研究所
103
In 2001, Hsinchu city in the northern Taiwan launched the first Native English-Speaking teacher (NEST) program in elementary schools. Since then, intercultural team teaching between native English-speaking teachers (NESTs) and local English teachers (LETs) has become increasingly common. Previous studies associated with team teaching in elementary school English classrooms centered on how NESTs and LETs collaborated, and conflicts as well as challenges in particular, involved in the collaborative teaching. However, little attention has been paid to the actual instructional practices employed by the two groups of teachers, differences in instructional practices between them, and potential association of certain vocabulary instructional practices with students’ vocabulary learning. Thus, the aims of the present study was (1) to explore vocabulary instructional practices between the NEST and the LET, and (2) to investigate the effects of different instructional practices on vocabulary learning outcomes for EFL students in the elementary grades. One dyad of elementary school English teachers, one NEST and one LET, participated in the present study. The NEST and the LET were told to read an informational story book, and teach the story to the two classes they taught. The story was read twice on two different days with one week interval. A general vocabulary test and a story vocabulary test were administered as the pretest and posttest to the two classes the NEST and the LET taught to measure participants' vocabulary gain from teachers' story reading-aloud. Classroom observation for the NEST and the LET was employed to keep track of the vocabulary instructional practices during each session. To analyze and compare the teachers' vocabulary instructional practices, instances for vocabulary instructional practices noted in the field notes were identified and coded. To explore the effects of different instructional practices on students' vocabulary learning outcomes, gain scores of the pretests and posttests were calculated and then analyzed through a three-way repeated measure ANOVA, with two within-subjects factors (i.e., pre- vs. post test and picture identification vs. L1 translation test), and one between-subjects factor (i.e., teacher status). The results demonstrated that the NEST and the LET both used multiple vocabulary instructional practices with focuses on different aspects of vocabulary teaching. The NEST put more emphasis on the visual needs of the learners, whereas the LET used more L1 translation and accuracy-based instruction than the NEST. Different parts of speech of the target words also determined how the two participating teachers implemented vocabulary instructional practices. The findings also suggested that the two teachers’ vocabulary instructional practices had positive effects on students’ learning of novel words. Both of the NEST’s and the LET’s students produced higher scores in the vocabulary posttest, with scores of the picture identification higher than the L1 translation test. When compared the two classes, the NEST’s students showed higher gains on picture identification test than the LET’s students, and the LET’s students exhibited higher gains on L1 translation test than the NEST’s students. The results and implications of the present study may inform teachers about effective vocabulary instructional practices in team-teaching situation. By investigating how the NEST and the LET taught vocabulary during story reading-aloud, we will be in a better position to propose ways in which the team can learn from and complement each other in team-teaching environment and thus provide EFL students with a rich language environment and cultural experience so as to facilitate their English learning.
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邱瑞堙. "Teaching Team--The Study of Interaction Process in Team Teaching from the Viewpoint of Transactional Analysisv." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/34057073826821264975.
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碩士國立台北師範學院
教育心理與輔導學系碩士班
90
Teaching Team --- The Study of Interaction Process in Team Teaching from the Viewpoint of Transactional Analysis Abstract This study is aimed at discussing the interaction process in team teaching from the viewpoint of transactional analysis (TA) by taking part in observing and interviewing through inviting three first-grade teachers. The researcher first analyzed the discussion in the studying research seminar among the participating teachers by the viewpoint of 「Structure Analysis」 and 「Transactional Analysis」 to recognize their ego state and communication style. The individual interviews were followed later. After understanding the other two teachers’ personal opinion by exercising different communicative techniques, the major finding is: these three teachers expressed freely in P. A. C. (Parent, Adult and Child) ego state. It is conducive to promote professional dialogue and emotional support. In the seminar they took advantage of complementary transactional to keep the team teaching topic going on and access crossed transactional kept the whole session on the right track. Through team teaching, students and teachers think the content of teaching is richer and funnier. In participating the observation process, the researcher traced back to her growing experience. She sensed that her life and interpersonal relationships were deeply influenced by a high P. A. ego state and a low C. ego state which provided self-retrospection. Key words: Team Teaching, Transactional Analysis
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Shiue-Juan, Liao, and 廖學專. "The design of team teaching and team learning School for All." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/88824493974336107368.
Full textAbstract:
碩士國立中央大學
資訊工程研究所
89
“School for All” is an open-ended course-offering system on web. People can teach in “School for All”, regardless of his age and background. However, teaching in the network is really a challenge. In fact, not all of the teachers in the “School for All” are well trained to teach and manage a course. Some teachers have good knowledge of subjects they teach, but they do not have any teaching experience in the real world or on network. Besides, many students taking a course come from different places with different backgrounds. In order to manage these students well, teachers must use a better method of teaching. So the purpose of this study is to design a team teaching and team learning mechanism in “School for All”. By this method, teachers in “School for All” can manage their courses more easily and more effectively, and students can learn better.
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HU, YA-CHUAN, and 胡雅娟. "The Correlation Between Preschool Teachers’ Team-teaching and Teaching Effectiveness." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/86170000924909979449.
Full textAbstract:
碩士銘傳大學
教育研究所碩士在職專班
104
The purpose of this study was to examine the correlation between team-teaching and teaching effectiveness of public preschool teachers. 161 public preschool teachers in Kinmen County participated in this study. Analysis methods for this data included descriptive statistics, t-tests, one-way ANOVA, and Pearson correlation and simple regression.The results showed that the team-teaching of public preschool teachers in Kinmen County was at high level and significant differences were found in “education level” Furthermore, the teaching effectiveness of public preschool teachers in Kinmen County was at high level and significant differences were found in “age”, “education level”, “current job position”, “administrative duties” and “the length of teaching” Additionally, preschool teachers’ perceptions of team teaching were positively correlated with their teaching effectiveness, and preschool teachers’ perception of team-teaching can predict their teaching effectiveness. Based on the research results, the suggestions are provided for educational administrative organizations, preschool administration, preschool teachers and further research.
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Hsu, Chia-hua, and 徐嘉華. "The Case Study to Team Teaching of Parent-Teacher''s Collaborative Teaching." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/41005434703604777417.
Full textAbstract:
碩士國立花蓮師範學院
國民教育研究所
90
The Case Study to Team Teaching of Parent-Teacher’s Collaborative Teaching Chia-Hua Hsu Abstract This study aims to explore the process of development of team teaching of parent-teacher’s collaborative teaching of second grade in the Wei-lan elementary school. In order to achieve the above purpose, the researcher arranged related theoretical foundation of parent-teacher’s collaborative teaching with literature analysis. Then, the researcher entered the classroom to do grounded observation, had interviews with the teacher, parents, students, and administrative staff. Meanwhile, the researcher also collected related document information. Finally, based on the literature review, the triangulation and member check, the study draws the following conclusions: 1.The purpose of team teaching of parent-teacher’s collaborative teaching is that school education is combined with family education in order to raise learning quality. 2.The importance of team teaching of parent-teacher’s collaborative teaching is that mutual interaction between teachers and parents is a model of learning for students but also the understanding of advancement among teachers, parents, and students. 3.The principle of team teaching of parent-teacher’s collaborative teaching is that teachers and parents show their profession and speciality in maneuverable team. 4.The process of development of team teaching of parent-teacher’s collaborative teaching is planning stage, designing stage, practice stage, and evaluating stage. 5.The ways of teaching of team teaching of parent-teacher’s collaborative teaching have two ways: As for collaborative role, one is the leading role, the other is the minor role. As to teaching development, one is the collaboration of teaching planning, the other is the collaboration of teaching strategy. 6.The personality characteristics of teachers and parents is one of the successful key to team teaching of parent-teacher’s collaborative teaching. 7.The communication of teachers and parents especially emphasizes respect. 8.Parents provide manpower and ingenuity for teachers. As for teachers, parents are good partners . 9.The Provision of facilities, information, and system can increase the will of parents and teachers to practice team teaching of parent-teacher’s collaborative teaching. 10.The evaluation of team teaching of parent-teacher’s collaborative teaching is teachers’ self-examination, discussion in the class of life field, and students’ diaries. 11.The problems of team teaching of parent-teacher’s collaborative teaching come from time and economy. 12.The main imit of team teaching of parent-teacher’s collaborative teaching is that whether teachers and parents have the same thought will influence the beginning of their collaboration. Team teaching of parent-teacher’s collaborative teaching still has teachers’ professional leadership. Several suggestions are proposed based on the above conclusions: To Teachers 1.Team teaching of parent-teacher’s collaborative teaching begins with teachers. 2.Continuing further education will promote to carry out team teaching of parent-teacher’s collaborative teaching To Parents 1.Parents had better participate in school activities to have more opportunities to communicate with teachers. 2.Parents respect teachers’ profession. To Schools 1.Administrative staff provide any support for teachers and parents as far as possible. 2. Administrative staff make use of situations propagate the thought and ways of team teaching of parent-teacher’s collaborative teaching. To Teacher preparatory organizations 1.In the future curriculum of teacher preparatory organization, the skills of communication will be cultivated. It will promote teachers to practice team teaching of parent-teacher’s collaborative teaching. To Future Research 1.Enlarge the range of case study 2.Make long observation to case study 3.Develop the evaluation of team teaching of parent-teacher’s collaborative teaching.
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Chong, Yatkeung. "Paternalistic leadership and team performance in China teaching hospitals: examining roles of team psychological safety and team empowerment." Doctoral thesis, 2013. http://hdl.handle.net/10071/7126.
Full textAbstract:
Classificação: D23; L25People and hospitals are pressured to improve department performance; leader management is crucial in promoting performance in a fast changing and competitive situation. Department leaders in Chinese teaching hospitals are both academic leaders and tutors of the junior and, therefore, act as father. Such father-like leader is called as paternalistic leadership rooted in Chinese Confucian culture. This research identifies the influencing processes that underlie the effect of the three dimensions of paternalistic leadership (benevolent, moral, authoritarian) on the performance of departments in Chinese teaching hospitals. Based on data collected in 15 teaching hospitals in Guangzhou, Chengdu, Shanghai, and Beijing, the results showed that team psychological safety and team empowerment sequentially mediated the effects of benevolent leadership and moral leadership on team performance. However, it was found that authoritarian leadership had no effect on team psychological safety. Selfless benefactor and authentic PL types, that both are characterized with high benevolence and morality, had the highest scores on team psychological safety and team empowerment. The laissez-faire and dictatorial PL types, that both are characterized with low benevolence and morality, were found in a large proportion of departments and had the lowest scores on team psychological safety, team empowerment, and team performance. The results emphasized the importance of practicing benevolent leadership and moral leadership in Chinese teaching hospitals and future research is needed on paternalistic leadership, team psychological safety, team empowerment and team performance relationship in other contexts. Moreover, it is also important to study other effects and influences of paternalistic leadership dimensionality and authoritarian leadership.
As pessoas e os hospitais são pressionados para melhorar o desempenho dos seus departamentos e a liderança é crucial para promover o desempenho nas situações de mudança rápida e de natureza competitiva. Os líderes dos departamentos nos hospitais universitários chineses são simultaneamente líderes académicos e tutores dos profissionais mais jovens e, portanto, atuam como um pai. Estes líderes semelhantes a um pai são designados como líderes paternalistas , termo que tem a sua raiz na cultura confucionista chinesa. A presente pesquisa identifica os processos de influência que estão subjacentes ao efeito das três dimensões da liderança paternalista (benevolência, moralidade e autoritarismo) sobre o desempenho dos departamentos de hospitais universitários chineses. Os resultados, baseados nos dados recolhidos em 15 hospitais universitários em Guangzhou, Chengdu, Xangai e Pequim, mostraram que a segurança psicológica da equipa e o empowerment da equipa medeiam sequencialmente os efeitos da liderança benevolente e da liderança moral no desempenho da equipa. No entanto, a liderança autoritária não teve efeito sobre a segurança psicológica da equipa. Análises adicionais revelaram que tipos de liderança paternalista correspondentes a líderes benfeitores altruístas e autênticos, ambos caracterizados por alta benevolência e moralidade, obtiveram as pontuações mais altas na segurança psicológica da equipa. Verificou-se ainda que os tipos de liderança paternalista caracterizados por laissez-faire e ditatoriais, ambos caracterizados por baixa benevolência e moralidade, que existiam numa grande proporção dos departamentos, obtiveram as pontuações mais baixas na segurança psicológica da equipa, no empowerment da equipa e no desempenho da equipa. Os resultados enfatizam a importância da liderança benevolente e da liderança moral nos hospitais universitários chineses e revelam que estudos futuros devem focar a relação entre a liderança paternalista, a segurança psicológica da equipa, o empowerment da equipa e o desempenho da equipa noutros contextos. No futuro é ainda importante continuar a estudar outros efeitos e influências associados às dimensões da liderança paternalista e à liderança autoritária.
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HSU, CHUN-CHING, and 許純晶. "The Development of Istant Evaluation for Team Teaching." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/95420436481036031416.
Full textAbstract:
碩士醒吾科技大學
資訊科技應用系
104
Team teaching can provide multiple and cooperative benefits for students, teachers and schools. It seems more important in remote areas with poor education resources. However, team teaching is limited due to the allocation of human resources. To solve this problem, we can introduce the webcast technology to implement a cross-classroom or cross-school team teaching. Interactive assessment between teachers and students is the apparent restriction under the circumstances. In this study, researchers apply handheld devices of students to establish Interactive Response System (IRS) at their in-service schools. The active player module is developed to transform the interactive module on individual assessment into the interactive system within a small group. Students’ responses are immediately shown on the teacher’s computer, so teachers can know well about the learning progress of students. Teachers adjust their teaching ways at any time, not only check learning effect after teaching, but also put research results into practice in the field of teaching. It increases the effectiveness of formative assessment and enhances assessment function of team teaching platform.
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TSAI, HSIN-YI, and 蔡欣怡. "The Development of Cloud Platform for Team Teaching." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/28078238637912382646.
Full textAbstract:
碩士醒吾科技大學
資訊科技應用系
104
One of Millennium educational reform by the Ministry of Education is to change the traditional subjects into integrated field studies. In response to the transformation, the team teaching may be considered to help teachers’ course arrangement. However, the resources and environment issues limit the implementation of team teaching. This study is to build a web site consisting of three collaborative teaching platforms while the core for broadcasting and interaction in internet are to employ Google Hangouts, Ustream and Skype respectively. The team teaching platform provides a convenient way allowing teachers plan flexible collaborative teaching arrangements. The hardware requirement are flexible, from one computer with projector to multiple computers and projectors. These downloadable platform are consist of various modules for initiators and participants. A multiple sites field test was carried out manually while various configuration were planned to evaluate various functions and performances. The results of this study show the developed collaborative teaching platform provide an easy way to link scholars, experts and teachers in various sites interacting with students via internet.
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施淑媛. "A study of Team Teaching at Elementary School." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/apfk2x.
Full textAbstract:
碩士臺北市立教育大學
課程與教學研究所
95
This report is to study the Team Teaching method at elementary schools in North Taiwan in terms of the different stages of implementation, the effects and the factors of impact. The study adapts methods of quantitative and interview. With quantitative, it uses the Team Teaching survey questionnaire for elementary schools of north Taiwan, with the base on seven elementary schools with Open Space, Team Teaching, and randomly selects the 195 teachers from the junior, semi-junior, and senior levels to be the base sample. Survey collected back with 190 copies with reply rate of 97.44%. After receiving all survey papers, it is analyzed the result by statistical accumulated rate, average, standard deviation, t test, and one-way ANOVA. With the interview, it selects 8 teachers who on willingness and school location distribution to perform structural interview and documental collection. According to the analyzed results of the research, the conclusion was summarized as below: 1. The Implementation of Team Teaching 1) Teachers agree that the good support from school administration offices will promote a more efficient Team Teaching 2) At present, each school evaluates the implementation of Team Teaching by means of content and quality of the courses. Referring to the evaluation of learning effects after the Team Teaching, it still returns in the way of scoring respectively by original teachers. 2. The Effects of Team Teaching 1) Team Teaching changes the way of teaching and a method of students learning from school. It is confirmed a successful implementation of education and creates a new milestone for education field. 2) Team Teaching leads to reformation of the open space of classrooms, which increases the interactions between teachers and students, and thus integrates the educational power of all teachers virtually. In addition, by means of this kind of teaching style of sharing the Team source can develops school-based courses by integrating community source with plan. 3. The Factors of Impact of Team Teaching 1) Teachers carry a very important role for Team Teaching. The characteristic of the teachers influences the most on the success or failure of the Team Teaching. Besides, other influential factors concerning the implementation still should be taken into consideration. 2) A standard process to relay the teaching experience is also important for Team Teaching. It matters the lack of time always upsets teachers. In the meanwhile, It addresses the importance of experiential resource passing on and to shorten the learning curve. Based on the study and research above, the researcher will have some positive suggestion for school to the president, the administration Department, and all the teachers for better improvement.
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Cheng, Shu-Ming, and 陳淑茗. "A Case Study of Team Teaching at an Elementary School in Taipei City: An Excellent Second Grade Teaching Team as an example." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/88444395676063722152.
Full textAbstract:
碩士臺北市立師範學院
課程與教學研究所
92
The purpose of this case study was to explore a team teaching at an elementary school, including its tasks, affecting factors, its impacts and team development. Chi-Zi elementary school (anonymous name) implementing team teaching from 1st grade to 6th grade was chosen as the research setting of the case study by purposeful sampling. The educational administrator of this school recommended eight 2nd grade teachers as main subjects who had rich and excellent team teaching experience in team teaching during past two years. Data collection included interview, observation, documents and field notes. This study collected data from the principal, educational administrator, four parents, sixteen students and eight subject teachers. The research period was from January 2002 to September 2002. The findings are listed as follows: 1. The tasks of team teaching could be followed as teaching planning, teaching instruction and teaching evaluation. The accomplishment of deliberate teaching planning for one semester was the foundation of team teaching instruction and teaching evaluation. 2. The factors affecting team teaching included School administration, teachers, teaching team and parents. Teachers’ personal characteristics, teachers’communication ability, team leaders and common consensus at teaching concepts were the most important factors. The four kinds of factors could affect the quality of team teaching planning and the achievement of team teaching instruction. They could also affect the climate of teaching team. 3. Team teaching could promote the quality of instruction. It could urge teachers to share instructional resources and experience, promote the ability of communication and cooperation, complement each other by his/her own specialized field, increase friendship and tacit agreements among teachers. It could also inspire students’learning interests, enrich guidance from various teachers, and offer the opportunities for interaction and holding others in esteem. Parents could show their professional abilities by participating in team teaching instruction, and clarify their confusion about team teaching. 4. The development of the teaching team during September 1988 to Jun 2001 was constitution phase, exploration phase, productivity phase, conflict phase, maintenance phase, termination phase. Based on the above findings, this study offers suggestions for elementary school administrators, elementary school teachers. Suggestions for further study are also provided.
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Liu, Hsin-ju, and 劉新茹. "Developing Criteria for Evaluating Online International Team Teaching Courses." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/2ztnf6.
Full textAbstract:
碩士國立中山大學
資訊管理學系研究所
96
Due to the development of the broadband Internet access and advanced learning technology, online synchronous teaching with teachers and students located at many different countries becomes feasible nowadays. Online international teaching not only enhances the varieties of teaching environments but also arouses learners to generate multiple thoughts through interacting with foreign instructors and classmates without living their own countries. However, online international teaching is a more complex educational environment, the cross-cultural differences and the characteristic of computer-mediated communication result that a single instructor would not be possible to handle all the matters in an online synchronous classroom. In the past, international instructors employed teaching assistants to reduce problems of cultural differences. This idea can be applied to online international teaching, a group of instructors can form a teaching team which includes different nations’ instructors, teaching assistants and technicians such that the problems caused by the cross-cultural communication and challenges of information technology can be reduced. Online international team teaching is a brand new teaching environment, there are few researches being done in this kind of teaching environment so far. Therefore, this study wants to explore the components and the important criteria for online international team teaching. The case we adopted for this study was an online international team teaching course called “Business English and Communication” offered by the MIS department of NSYSU. This research used participant observation and in depth interview to get primary data, and then use the phenomenology to analyze the secondary data which extracted from course discussion boards. The research findings are three main components and 17 criteria in total for online international team teaching. The three main components are “online international teaching”, “online collaboration by teaching team” and “interacting instruments”. “Online international teaching” includes 6 criteria offering guidelines for international teaching. “Online collaboration by teaching team” includes 5 criteria offering suggestions for international collaboration. And “interacting instruments” includes 3 criteria related to the interacting instruments of online international team teaching course. The last 3 criteria are for the common intersection of the three main components. We also proposed suitable suggestions from three different aspects, teaching aspect, material/ system aspect and learning aspect for researchers to do further study and for instructors to better teach online international team teaching courses.
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陳玉騏. "Information Technology and Arts Team Teaching: A Dream Play." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/32299958456613736472.
Full textAbstract:
碩士國立彰化師範大學
藝術教育研究所
97
Many educators, when integrating information technology into their teachings, often find themselves faced with a variety of technical problems concerning computer hardware as well as software. Nonetheless, the acquisition of relevant knowledge, the preparation and presentation of digital materials, and the accessibility of technical devices all affect educators’ willingness to incorporate information technology into their teaching. If the technology integration is not convenient enough, teachers tend to abide by their original teaching mode. A teacher’s attitude towards information technology, thereby, has everything to do with the success of technology integration. In this study, the researcher designs a teaching environment and develops an art curriculum in collaboration with another art teacher. A classroom equipped with computers and relevant digital devices is particularly designed. The hope is to set up an environment where access to the Internet is easy and the space will suit the needs of art and humanity courses. Also, via the introduction and implementation of the WebQuest model, the researcher aims to share this experience with other art educators. By presenting the unique interactions between the two teachers, this research discusses the problems of art and humanity teaching, shares the experiences gained through the narrative inquiry, and authentically displays the afterthoughts and feedbacks of the students involved. Lastly, discussions on issues such as time planning, cooperative learning, assessment, and WebQuest are included. Suggestions with regard to art teaching, facility, curriculum, team teaching, application of WebQuest theories, and the methodology of narrative inquiry are also offered.
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Jeng, Bor-Jen, and 鄭博真. "The Study of Team Teaching Implementing in Elementary Schools." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/37691883364023182856.
Full textAbstract:
博士國立高雄師範大學
教育學系
90
The Study of Team Teaching Implementing in Elementary Schools Bor-Jen Jeng The purpose of this study was to explore the operational process, results, drawbacks and affecting factors of team teaching implementing in elementary schools and teachers’ perception and attitudes. The study combined a case study and a survey study. The purposeful sampling method was used to select two elementary schools in the case study. The researcher collected data through observing, interviewing, and documenting for one school year in the two elementary schools. A stratified random selecting procedure was used in the survey study. The sample size was 1200. A questionnaire was developed to implement the survey. The conclusions were stated as the following： 1.As for the administrative leading: （1）There were a bottom-up way and a top-down way in the two elementary schools. The survey study indicates most of the teachers thought the most feasible way was the team teaching plan developed by the teachers’ own accord. （2）The administrative department negotiated with the teachers and then empowered the teachers to organize teaching teams in the two elementary schools . The survey study shows 53% of the teachers thought the most practical way of forming teaching team were according to teaching needs.（3）The across classes and across grades teaching team was developed in the two elementary schools. The questionnaire survey reveals similar results.（4）There were a few supports for the teachers included providing teaching place and equipments, and arranging the same time for team teaching. 2.As for the team teaching planning:（1） Providing the same time for planning and evaluating and arranging the same time for team teaching in the two elementary schools. The survey study shows most of the teachers thought the most practice way were that planning and evaluating time was arranged according to teaching needs, and the schedule should be adjusted by the teaching team. （2）Work allocating was done according to teachers’ specialties interests as well as fair principles. 3.As for the team teaching instruction: The big group and homeroom class instruction were adapted in the two elementary schools. The questionnaire survey reveals that most of the teachers agreed the team teaching classes should be mixed first and then divided into new groups. Keeping the original class model was the teachers’ second choice. The two schools implemented team teaching in the self editing part of teaching materials for life curriculum, activity curriculum and integrated curriculum .The survey study points more than 50% of the teachers thought the most practical exchanging teaching learning areas in turns were Arts and Humanism, Local language, Health and Physical education, English language, Nature and Technique; the most practical taking turn teaching learning areas in turns were Arts and Humanism, Health and Physical education, Local language, Nature and Technique; the most practical associating teaching learning areas in turns were Mathematics, Language, English language. 4.As for the team teaching assessment: The teachers collaborated implementing passing stage in the second monthly examination, but the assessing of team teaching kept by home room teachers. The survey study points out that most of the teachers thought the assessment should be done by the whole teaching team. 5. As for the team teaching evaluation: The teachers sharing and evaluating teaching at the grade meeting time. The survey study points the teachers thought the team teaching evaluation was the most difficultly part. 6.There were some advantages than disadvantages for the teachers and the teaching team, the students, the curriculum, the school administration, and the parents in terms of team teaching implementing. 7.There were some factors affecting team teaching, such as school administration, teachers, teaching team, students, and external. 8.The elementary school teachers approved the team teaching affecting factors and professional teaching abilities were important. The schools’ conditions in terms of team teaching affecting factors tended to be ordinary. The teachers assessed the abilities of team teaching tended to be enough. The teachers’ self-assessment toward team teaching was positive. There were some differences of team teaching perception and attitudes existed in the teachers with different background. Based on the conclusions, the model of team teaching operating processes and a few suggestions for the implementation of team teaching in the elementary schools and future research were proposed.
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Lo, Yu-lein, and 羅幼蓮. "Creative Teaching Development in Teacher Team of Elementary School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/12768276080249717928.
Full textAbstract:
博士國立臺灣師範大學
人類發展與家庭學系
94
This research aims to understand the development of creative teaching in teacher team of elementary school, to examine the development process and operational patterns of the spontaneous teacher team and teams formed by administrative arrangements in developing creative teaching, to probe into the differences between these two types of team and to analyze the relevant conditions that affect the development of creative teaching for teacher team. Action research methodology was employed to gain an insight into the theory and practice of the development of creative teaching in teacher team of elementary school and to form the operational patterns. Two types of teams are identified: one is the spontaneous teams formed by teachers voluntarily in order to develop comprehensive activities for creative teaching curriculum and another is the teacher teams formed by administrative arrangements in order to develop cross-disciplinary creative teaching curriculum. Based on the purpose of this research, the following major findings as follows: 1. Development & impacts of creative teaching development from spontaneous teacher teams. （1）Form self-oriented teacher teams. （2）The collective efforts to construct a team knowledge system, purpose system and psychological support system. （3）The development process of the teacher teams comes in the stages of formation, establishment, collisions and effects. Throughout the course of development, the frictions during the initial formation and the conflicts toward the end of the process pose great challenges. Among them, the biggest challenges are “time” and the “incentives system” of the teacher teams. （4）The best model for the Flying Geese Teams is that the sum is bigger than the aggregation of the individuals. （5）It creates a campus culture where experience sharing is appreciated. Meanwhile, it generates positive impacts to the school by instilling creativity. However, negative impacts to the subculture groups are likely at the initial stage. 2. Development & impacts of creative teaching development from teacher teams organized by administrative arrangements (1) Design team. (2) The attitude of the team members decides the effectiveness of the team. The different types of member attitudes are “independent leaders”, “power promoters”, “active participators”, “passive attempters,” “indifferent onlookers” and “outsiders”. In the end, the active participators finished the creative curriculum and were recognized for their achievements. (3) The strategy to integrate human resources and to develop creative curriculum and campus affairs for the whole school: a. To organize a curriculum development committee to map out the blueprint of curriculum for various subjects, to assist the team in designing the subjects and setting the directions of the creative teaching course and to provide systematic support to the team purpose. b. To set up the team goals with administrative arrangements, to allow each team to develop their own curriculum and to provide the autonomy with members to exercise discretions and make decisions. c. To organize the opportunities and schedules for professional developments, to provide systematic support to the teachers’ knowledge and to enhance the competences in creative teaching. d. To consolidate the timeslots for collective teaching reviews to allow the members to fully discuss and reflect the issues, in order to avoid an inefficient use of timeslots scattered around. e. To assist teachers to participate in seminars and trainings and to develop course development channels and emotional support. f. To arrange the study of information technology and digital media applications, to assist the teachers to record the process and retrieve data where necessary, and to help them ponder on the meanings of this curriculum. g. To provide relevant resources and human resources from the school, community and society to support teaching. h. To implement flexible class schedule and collaborate teaching support in order to facilitate the teaching course. (4) During the process of formation, establishment, development and effectiveness, conflicts always remain. The cooperation mechanism of the conflict-based teams includes the conflicts from the teachers toward the administrative leaders and the conflicts between team members. (5) Development of a collaborative, co-dependent campus culture 3. In terms of the above mention differences for the two types of teams, they also differ in participation motivations. It is mainly internal motivations for the spontaneous teams and the external motivations for the administratively arranged teams. In terms of member selections, the former members participate on a willing basis whereas the latter members are forced into the team. In terms of workshop functions, the former members offer direct support whereas the latter members offer indirect support. In terms of the leadership style, the former exhibit a flexible, flat structure whereas the latter is a hierarchical semi-democratic leadership. In terms of team effectiveness, the former is an integrated effort while the latter is a mismatched teamwork. 4. Conditions that impact the teacher teams to develop creative teaching：Campus environments and networks, member characteristics, team leadership, knowledge system, purpose system, psychological support system, team output. The conditions of the team development for the seven teachers’ teams impact and assist each other during the process. Meanwhile, this process triggers the team motivations and in turn, creates the team actions and completes the team missions. Based on the research findings, this paper proposes suggestions for onsite teachers, city and county education authorities, the school administrations, teachers’ training units and academic research organizations. Reflections upon the research findings and the suggestions for follow-up research work are made.
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Yin, Yu-Wen, and 尹又文. "The Impacts of Team Teaching Assistant on College Students’Learning." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/44977690557622790897.
Full textAbstract:
碩士銘傳大學
應用英語學系碩士班
99
The Impacts of Team Teaching Assistant on College Students’ Learning Abstract In literature, there are various definitions for team teaching. According to Emmanuel (2008), a teaching assistant can be one of the members in the teaching team. Team teaching in this research is defined as “one teaching and one assisting”, modeled by Cook and Friend in 1996. Many educators argue that when a teaching assistant is equipped in the teaching process, it may have positive impacts on students’ learning. Teaching assistant has recently inspired many teaching applications in education. Therefore, in this research, the impacts and the roles of teaching assistant are investigated. Moreover, Saito et al. (1989) point out the increase of students’ reading anxiety will lead to the decrease of their grades. Whether team teaching alleviates students’ anxiety level is probed in this study. One class from a private university in northern Taiwan participates in this research. A questionnaire regarding students’ anxiety level, the Mandarin version of Foreign Language Reading Anxiety Scale, adopted from Chen’s (2007) study, is given before and after implemented the team teaching experiment. Observation of the teaching process is involved as well as interviews to some students. The anticipated results are team teaching helps enhance students’ English learning and students’ perceptions toward teaching assistant is proved to be positive. Keywords: Teaching assistant, team teaching.
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TANG, YU-HSIN, and 唐宇新. "The Instruetrnal Model of team teaching in classrooms enviroment." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/7s4gd8.
Full textAbstract:
碩士明新科技大學
管理研究所碩士在職專班
107
Schools in the country areas are facing severe shortage of new students resulting from three major contributing factors: (1) families having fewer children, (2) young people moving out for jobs, and (3) big schools going bigger while small schools having difficulty recruiting students. The study used in-depth interviews and aimed to explore whether “Online Collaborative Learning Classroom” could solve the dilemmas in the country areas. The interviewees included homeroom teachers of the collaborative learning classes, lesson observers, school administrators, homeschooled students and parents, and school students. The study found that collaborative learning classes are relatively easier to manage for the following reasons: the computers equipped in the classroom, the availability of laptop computers for the teachers, the teaching platform using the handy-to-teacher CHROME browser. Through on-line collaborative lesson preparations, teachers work with more enthusiasm, make more professional interactions, add more fun to teaching, and provide homeschooled students with more options in courses and teachers online. In addition, the use of board games and online collaborative learning classrooms make students more interested in learning. The study suggests that schools foster teachers for online collaborative learning classes, teachers be present in real teaching environment to modify their teaching, schools or governments provide software and hardware in need. To the teachers and schools attempting to participate in online collaborative learning classes, the study suggests that the teachers should have positive attitudes, administrators be supportive to participants, and class designs be centered on students.
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Middleton-Green, Laura, and Sarah L. Ashelford. "Using Team-Based Learning in Teaching Undergraduate Pathophysiology for Nurses." 2013. http://hdl.handle.net/10454/9790.
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"A team teaching approach to ESL: An evaluative case study." KEAN UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=1456437.
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CHENG, I.-LIN, and 鄭伊琳. "The Development of In-situ Interactive Evaluation for Team Teaching." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/58124564904247471743.
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碩士醒吾科技大學
資訊科技應用系
104
The team teaching was suggested to apply in the reform Grade 1-9 Curriculum implemented in 2004 the Ministry of Education. Many researches show that is an effective method forfield teaching and learning. However, the constraints of time and space may limit the desires. The objective of this research is to implement an internet team teaching platform using the existed computer and internet system in the ordinary primary school. A testing program was made to prove the capabilities of the platform while an instant response evaluation module was then developed. The examination was made by various internet environment and the results may be kept in a database for further analysis.
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Weng, Tsai-Yun, and 翁彩雲. "Public Kindergarten Teachers' Difficulties and Reaction Strategies for Team Teaching." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/u5mjhd.
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碩士南華大學
幼兒教育學系
104
The purpose of the study was to investigate preschool teachers’ difficulties and coping strategies for cooperative teaching in affiliated kindergarten of public elementary schools. Self-developed questionnair, Cooperative Teaching of Preschool Teacher in Kindergarten Questionnaire, was used to collect data. Five hundred fourty-nine valid participantes were from 173 public kindergartens. Cooperative teaching status, difficulties, and coping strategies were anaylized by descriptive statistics, one-way ANOVA, t-test, and posteriori comparisons of Scheffe method. The major findings are the following: 1. Current situation of cooperative teaching in kindergarten mostly adopts master-follower teaching method and fixed teaching partners. 2. Backgrounds such as age, seniority, education background, professional title, cooperative experience, how to choose cooperative teaching partner, cooperative teaching partner, cooperative teaching partner object, whether has part-time position such as kindergarten leader or director, and kindergarten size, have no statistically significant differences in the difficulties and coping strategic of cooperative teaching implementation. But the difficulties facing the scale have significant difference in “teaching philosophy and common sense. 3. Overall cooperative teaching is of middle-high quality, and the difficulties show with low level of difficulty. Among all levels, “interaction and communication” is at the highest level, “teaching philosophy and common sense” is at the lowest level and shows more difficulties. 4. There is statistically significant differences in difficulties and coping strategic facing cooperative teaching of teaching staffs in different types of kindergartens. The results show that collocative-teaching has fewer difficulties than master-slave teaching and take-turn teaching; yet, collocative-teaching has better coping strategies than master-slave teaching and take-turn teaching.
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王淑芬. "the Case Study on the Creative Team of English Teaching." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/18275604503945807507.
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碩士國立政治大學
學校行政碩士在職專班
96
The research focuses on a junior high school in Taipei. Analyzing the presentation of English creative teaching, the characters of the creative team, the development of the creative team and the factors that affects the development of the team. And the researcher gets the conclusions as the following, A.The presentation of English creative teaching includes providing a good environment of English learning with bilingual signs and posters, inventing activities like “one English sentence every day” to let students accumulate their English sentences, promoting the students’ ability of English extracurricular readers, redacting the English tests on line to afford the students wide space of learning, holding various kinds of English contests, making the effective strategies of English learning according to the difference between students, and compiling an “ English Passport” to integrate all of the curriculum and activities. B.The characteristics of the English creative team consist of complete cooperation, earnest work and the insistence of educational profession. C.the Development of the Creative Team At first, some English teachers retired, and the members left in the team are similar in ages and thought. Second, the teachers got the need of forming a team because of the new educational policy, like “the Nine-Year Integrated Curriculum.” The leader of the team plays the role of the guidance and coordination. The members keep the enthusiasm and they encourage one another even feeling tired. At last, the team comes to modification based on the comprehensive opinions. D. The factors of creative team development are divided into the ones of the inner and outer school. The inner factors are the support and assistance of the administration, the students’ progress, the attitude of the other teachers in the school, the leadership of the team chief and the teamwork of the whole members. Besides, the outer factors are the educational policy and the alimentation of students’ parents. According to the exploration and conclusion, the researcher addresses the advice, A.A principal should be the leader of the curriculum in order that he can conduct the teachers to develop the school-based curriculum. And the administrative staffs have to give the most assistance to all the teachers. B.The leader of the team is a very important role, especially his leadership style. And about the members, we need to cultivate their enthusiasm. C.They can be added into the further research like the exploration of teachers’ culture and the discrepancy of creativity between individuals and teams.
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Fishman, Aneta. "Team teaching in a Jewish day school a case study /." 2002. http://wwwlib.umi.com/cr/yorku/fullcit?pMQ71581.
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Thesis (M. Ed.)--York University, 2002. Graduate Programme in Education.Typescript. Includes bibliographical references (leaves 127-131). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ71581.
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CHANG, SHU-YING, and 張淑英. "A Research On Children Swimming Learning Effectiveness with Team teaching." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/9fq3qe.
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碩士國立臺南大學
體育學系碩士在職專班
107
This study aims to explore the effectiveness of collaborative teaching on the learning of swimming in children. Subjects contained 90 boys and 77girls. All subjects participated pre-test and post-test of swimming ability and self-rescue ability at the beginning of the semester of the fifth grade and the ending of the same semester. This program lasted for 2 years which included 4 semesters and every semester the subjects underwent pre-test and post-test of swimming ability and self-rescue ability to observe learning effect and learning retention. This study using self-creative swimming materials taught the classes by 2 collaborative teachers. The data were analyzed by t-test, presented by descriptive statistic and compared to the level of Little Swimmers systematic by Ministry of Education. The results were as follow: 1. After 8 times per semester, 80 minutes each time of 4 semesters swimming learning, 92.81% of children reached the level of Little Swimmers classified by Ministry of Education. 2. The effect of learning retention did not show significantly at the first semester, but it shown significantly 3 following semesters. 3. The trend of progressing did not show sex difference, therefore, this program could be implemented to the coeducational classes. 4. After 8 times per semester, 80 minutes each time of 4 semesters swimming learning, 79% of children reached high school level of Little Swimmers classified by Ministry of Education.
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Chen, Sin-Tong, and 陳心彤. "Learning by teaching together: An exploratory study of TEFL student teachers’ team-teaching experiences in Taiwan." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/97587271646168286317.
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碩士國立交通大學
英語教學研究所
100
Researchers (Bartlett, 1990; Buchberger et al., 2000; Guyton, 2003; Johnson, 2002; Lieberman & Miller, 1990) have often suggested that pre-service teacher preparation institutions should consider developing field experiences that encourage teamwork since collaboration with others is beneficial to enhancing individual learning and creating new roles for teachers (Richards & Farrell, 2005). Previous research has been devoted to team teaching between foreign and local English in-service teachers in Taiwan (e.g., Chen, 2008; Cheng, 2004; Chou, 2005; Liou, 2002; Lou, 2005; Pan, 2004; Tsai, 2007; Wang, 2006); however, there is little research on team teaching as a facet of nonnative Teaching English as a Foreign Language (TEFL) pre-service teachers’ professional development. Therefore, this study seeks to explore the team teaching experiences of TEFL student teachers, and to illuminate student teachers' growth in a collaborative-teaching relationship. The participants are two pairs of the 1st-year graduate students pursuing their Masters of Art (MA) degree in an Institute of Teaching English to Speakers of Other Languages (TESOL) in Taiwan. The four student teachers, two in a team, teach college students General English Proficiency Test (GEPT) test-preparation skills. To explore the team teaching experiences, the study utilizes a qualitative case study design. Multiple data collection methods were adopted, including classroom observations, semi-structured interviews, reflective logs kept by the student teachers, open-ended questionnaires, researcher’s field notes and video-recording the lessons. Findings suggested that student teachers' description and perception of their experiences in team teaching differed. The metaphors they provided for team teaching and the teaching incidents they described as the most memorable serve as a window to understand their experiences. In addition, the participants took the different roles during the team-teaching process. The interpretation of the varied roles given by each participant helps to gain a better understanding of their experiences of collaboration. With regard to the teachers' growth, findings revealed that the student teachers benefited from the collaboration, especially the increasing knowledge of course and material design. In addition, they also gained the knowledge of each other’s strengths and weaknesses through participation in lesson planning and peer watching. This paper closes by discussing how team teaching can be designed and implemented in TEFL teacher education programs as well as teaching practicum to facilitate teacher learners' professional growth.
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CHEN, I.-CHUN, and 陳奕君. "The Development of Human Machine Interface Technology for Internet Team Teaching." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/05155256472041434641.
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碩士醒吾科技大學
資訊科技應用系
104
The easily access internet and the huge amount of resources for education provide students the opportunity of learning in the more flexibility and varieties. The appropriate information tools may easily be used to gather professional persons into a virtual classroom that will be very helpful for promote team teaching. The study is to develop an automatic team teaching platform employed google hangouts to gathering more than 10 classrooms while both of gesture and voice tools were integrated in order to achieve the goal as single person operating platform for collaborative.
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Liou, Wen-Chi, and 劉文琪. "A Study of Team Teaching in Public Kindergartens in Taipei County." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/3m4769.
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碩士國立臺北科技大學
技術及職業教育研究所
98
The purpose of this study was to investigate the implementation of team teaching in Public Kindergartens in Taipei County and understand the relation between the different backgrounds of these teachers and their identification,the desire of implementation,and the difficulties they have toward team teaching. A questionnaire survey was used in this study. There was 508 public kindergartens teachers in Taipei County teachers to answer the questionnaire.Statistic techniques employed in the study included sample means, standard deviation,one-way ANOVA. After data collecting and analyzing,The findings were as follows： 1.There were getting more teachers in public kindergartens to adopt the model of co-presentation in Taipei County; 2. The composition of teaching partner was coordinated by both school and teachers themselves, and teachers have major leadership within the duration of cooperation; 3.About 80% teachers in public kindergarten Taipei County have been to plan courses commonly,design teaching commonly,and assessment children commonly. 4. Among teachers in public kindergartens Taipei County, their identification of implementation toward team teaching are highly. And teachers in the size of 5 or more classes have he highest level of recognition of team teaching. 5. Among teachers in public kindergartens Taipei County, their desire of implementation toward team teaching are highly. 6. Among teachers in public kindergartens Taipei County, their difficulties of implementation toward team teaching are lowly .And they are inadequate professional knowledge of team teaching,because of their seniority,and the difficulties these teachers face on team teaching are administrative job, the burden of heavy or classroom space,because of their teaching in location. Finally, based on the results of this study, some concrete suggestions were offered to teachers, schools, the educational administration, and the future study.
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賴艷琴. "The Study of Team Teaching Implementation in Elementary Schools in Taipei." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/19584564955180361064.
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碩士臺北市立教育大學
社會科教育研究所
92
The purpose of this study was to investigate the elementary school teachers’ recognition level of the operational process of team teaching. In addition, teachers’perspective of the effects, attitudes and work stress while implementing team teaching was also studied. A self-developed questionnaire was used to explore the perspective of 420 teachers randomly selected from elementary schools in Taipei. Results suggested that most elementary school teachers in Taipei had basic recognition of the operational process of team teaching. Details can be specified as fallows： The elementary school teachers had a positive attitude toward the effects of team teaching. The elementary school teachers had a positive attitude toward implementing team teaching, and the elementary school homeroom teachers’ attitudes were positive than elementary school full-time teachers. Team teaching teachers at elementary schools bearing the work stress is in middle level. Among the four aspects of work stress, “work burden” came out at the top, and male teachers have higher stress level in students’ problems than female teachers. In work burden aspect, elementary school team teaching teachers from a large scale schools showed higher stress level than those of medium scale ones. In administrational tasks, elementary school team teaching teachers from a large scale schools showed higher stress level than those from small scale ones. In students’ problems and overall stress aspects, elementary school team teaching teachers from a large scale schools showed higher stress level than those from medium or small scale ones. There is a negative correlation between the effects, teachers’ attitudes and work stress. Based on the findings of this study, recommendations about team teaching were made to the educational authorities and teachers colleges
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CHU, JO-TING, and 朱若葶. "Effects of Team Model Smarter Classroom on Elementary School English Teaching." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/zxn4p8.
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碩士國立屏東大學
應用英語學系碩士班
106
The purpose of the study was to compare nonTMSC-supported instruction with TMSC-supported instruction from the reading comprehension of picture story books. Five specific factors were probed: (a) the impact of technology-based learning between learners and instructors; (b) the most helpful teaching strategies to influence technology-based teaching and learning practices; (c) the differences among student metacognitive self-regulation, motivated learning strategies, and metacognitions in lecture; (d) the students’ positive attitudes related to Team Model Smarter Classroom systems (TMSCS); (e) the success rate of the participants between the treatment group and the control group. Forty-four students from grade three to grade six in Sahes Elementary School in Taiwan were engaged in either TMSC-supported instruction or nonTMSC-supported instruction, with four level picture books. The result revealed that the experimental group with TMSC-supported instruction outperformed the control group with nonTMSC-supported instruction on students’ performance of reading comprehensions. A positive attitude among technology-supported classroom was also inspected. Moreover, from the data analysis of questionnaire, the experimental group showed better attitudes than the control ones. It was, therefore, concluded that teaching English in the TMSC-supported environment was a more effective way to enhance student learning. Pedagogical implications, limitations of the study and suggestions for future studies were presented.