Journal articles: 'Team Teaching'

1

Chiang, Victoria, and Karen Ritscher. "Team Teaching." American String Teacher 43, no. 1 (February 1993): 58–60. http://dx.doi.org/10.1177/000313139304300121.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Beck, Jeffrey A., and Lynda Martin. "Team Teaching Techniques." Journal of Hospitality & Tourism Education 11, no. 4 (October 1999): 45–47. http://dx.doi.org/10.1080/10963758.1999.10685257.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Walker, Shayne. "Collaborative team teaching." Aotearoa New Zealand Social Work 20, no. 4 (July 17, 2017): 60–65. http://dx.doi.org/10.11157/anzswj-vol20iss4id333.

Full text

Abstract:

An academic career at Otago University is premised on the idea that we come pre-packaged for teaching, research and community service. In an ideal world this may be so, but in our experience as Māori academics in an applied professional department, this has not been the case for a number of reasons. Firstly, rather than come primarily through the academic system, the lecturing staff in our department come from an applied/professional background where most of us have worked as professional social or community workers. Therefore, our participation in the university system brings with it an enormous amount of practical experience in the fields we are teaching. However, it often lacks some of the key elements important to an academic institution. Developing the knowledge and skill base to undertake research, teaching and community service, especially when you consider professional development, promotion, remuneration and now PBRF, seems like an insurmountable task at times. Our approach has been to develop these things in a way that suits us culturally, personally and academically.Therefore, this paper will explore some of the reasons and subsequent implications for why we have chosen to work collaboratively and team teach all our papers. For the purposes of this paper we will discuss: ways of knowing; ways of viewing; complementarity of skills; experiential and knowledge bases; collegial relationships; and workload implications.

APA, Harvard, Vancouver, ISO, and other styles

4

Jian Liu, Jian Liu, and Jinmei Wang. "Team Teaching of Higher Mathematics." Indian Journal of Applied Research 3, no. 11 (October 1, 2011): 319–20. http://dx.doi.org/10.15373/2249555x/nov2013/104.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Dalal, Dr Suman. "Use of Team Teaching in Instruction." International Journal of Scientific Research 3, no. 2 (June 1, 2012): 108–10. http://dx.doi.org/10.15373/22778179/feb2014/35.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Giebułtowska, Joanna. "Team teaching – doświadczanie współnauczania." Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia 34, no. 1 (April 27, 2021): 45. http://dx.doi.org/10.17951/j.2021.34.1.45-55.

Full text

Abstract:

<p>W artykule przedstawiono główne założenia leżące u podstaw modelu nauczania zespołowego. Jest to jedna z czterech strategii wspólnego nauczania, obok współnauczania wspierającego, współnauczania równoległego i współnauczania uzupełniającego. Model nauczania zespołowego różni się od pozostałych, ponieważ wszyscy nauczyciele współprowadzący są w równym stopniu odpowiedzialni za planowanie, nauczanie, ocenianie i przypisywanie ocen. Współnauczyciele są postrzegani przez uczniów jako równi sobie. Autorka opisała ten model i swoje doświadczenia z nim. Istotnym aspektem omawianej strategii współnauczania są warunki, jakie powinni spełniać nauczyciele, aby ich współpraca prowadziła do osiągnięcia wyznaczonych celów, a także do własnego rozwoju zawodowego, wzajemnego uczenia się oraz kształtowania w szkole kultury współpracy.</p>

APA, Harvard, Vancouver, ISO, and other styles

7

Swope, Carole M. "Readers; Comments: Team Teaching." Music Educators Journal 90, no. 1 (September 2003): 10. http://dx.doi.org/10.2307/3399969.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Dyrud, Marilyn A. "Team Teaching, Part I." Business Communication Quarterly 73, no. 1 (February 8, 2010): 80–82. http://dx.doi.org/10.1177/1080569909358095.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Uranga-Hernandez, Yvana, and Esther Teresa Gonzalez. "Team Teaching for Literacy." Perspectives on School-Based Issues 3, no. 1 (April 2002): 21–22. http://dx.doi.org/10.1044/sbi3.1.21.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Game, Ann, and Andrew Metcalfe. "Dialogue and team teaching." Higher Education Research & Development 28, no. 1 (March 2009): 45–57. http://dx.doi.org/10.1080/07294360802444354.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

ÜNVEREN, Dilek. "AN INTER-DISCIPLINARY TEACHING METHOD: TEAM-TEACHING." International Journal of Eurasian Education and Culture 4, no. 7 (January 1, 2019): 62–99. http://dx.doi.org/10.35826/ijoecc.51.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Darlow, Ben, Eileen McKinlay, Peter Gallagher, Louise Beckingsale, Karen Coleman, Meredith Perry, and Sue Pullon. "Building and expanding interprofessional teaching teams." Journal of Primary Health Care 9, no. 1 (2017): 29. http://dx.doi.org/10.1071/hc16053.

Full text

Abstract:

ABSTRACT INTRODUCTION Interprofessional education (IPE) aims to prepare learners to work in collaborative health-care teams. The University of Otago, Wellington has piloted, developed and expanded an IPE programme since 2011. An interprofessional teaching team has developed alongside this programme. AIMS This study aimed to understand the development of a university-based interprofessional teaching team over a 4-year period and generate insights to aid the development of such teams elsewhere. METHODS Two semi-structured audio-recorded educator focus groups were conducted at key times in the development of the IPE programme in 2011 and 2014. The programme focused on long-term condition management and involved students from dietetics, medicine, physiotherapy and radiation therapy. Focus group transcripts were independently analysed by two researchers using Thematic Analysis to identify broad themes. Initial themes were compared, discussed and combined to form a thematic framework. The thematic framework was verified by the education team and subsequently updated and reorganised. RESULTS Three key themes emerged: (i) development as an interprofessional educator; (ii) developing a team; and (iii) risk and reward. Teaching in an interprofessional environment was initially daunting but confidence increased with experience. Team teaching highlighted educators’ disciplinary roles and skill sets and exposed educators to different teaching approaches. Educators perceived they modelled team development processes to students through their own development as a team. Interprofessional teaching was challenging to organise but participation was rewarding. Programme expansion increased the risks and complexity, but also acted as a stimulus for development and energised the teaching team. DISCUSSION Interprofessional teaching is initially challenging but ultimately enriching. Interprofessional teaching skills take time to develop and perspectives of role change over time. Educator team development is aided by commitment, understanding, enthusiasm, leadership and trust.

APA, Harvard, Vancouver, ISO, and other styles

13

Fluijt, D., C. Bakker, and E. Struyf. "Team-reflection: the missing link in co-teaching teams." European Journal of Special Needs Education 31, no. 2 (February 5, 2016): 187–201. http://dx.doi.org/10.1080/08856257.2015.1125690.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Dirks, Joni L. "Effective Strategies for Teaching Teamwork." Critical Care Nurse 39, no. 4 (August 1, 2019): 40–47. http://dx.doi.org/10.4037/ccn2019704.

Full text

Abstract:

Teamwork is essential for health care providers, who must work together to ensure safe and effective patient care. The ability to function effectively as a team is especially important in critical care, where ad hoc teams are brought together for short-term management of crisis situations. Teamwork training has been widely implemented, but ongoing education and practice are needed to maintain and improve competency. This article reviews some of the literature on team science and provides recommendations for enhancing training to promote development of a shared mental model. Strategies such as ensuring multidisciplinary participation, clarifying team resources and goals, and creating practice scenarios can increase the effectiveness of training for critical care teams. Evaluation can provide immediate feedback on learning outcomes and may facilitate subsequent transfer of learning to the clinical setting. Interventions that improve a team’s ability to work toward a common goal can improve outcomes for critically ill patients.

APA, Harvard, Vancouver, ISO, and other styles

15

Du, Peng Ying, Hao Jiang, Guo Hai Ren, and Xuan Chang Zhou. "Experimental Teaching Model on Information and Electrical Engineering Speciality." Advanced Materials Research 271-273 (July 2011): 1322–25. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1322.

Full text

Abstract:

Training applied talent is the goal of current college. Several common experimental teaching methods, such as 1 × N Class -Team Teaching Model, N × N Class-Team Teaching Model, N × N Teacher-Team Teaching Model, are analyzed and compared. These experimental teaching methods have some disadvantages, which are that the ratio of teacher-student is small, or teacher professional expertise is not conducive to student’s comprehensive knowledge. A new experimental practice teaching model is given, which is Double Teams Model of Teachers and Students (DTMTS) experimental practice teaching model. This model can be used in course practice training, students’ research training and academic competition training. The implementation process of this model are teachers team building, students team building, to carry out experimental method of teaching practice, experimental practice teaching organization, the team teaching process management, strengthen the hardware platform construction of experimental practice. Its implementation can improve student’s participation in practice and innovation ability.

APA, Harvard, Vancouver, ISO, and other styles

16

Dederichs, Anne, and Jan Karlshøj. "Multidisciplinary Teaching - Changing Collaboration during Building Design." Advanced Materials Research 168-170 (December 2010): 2382–86. http://dx.doi.org/10.4028/www.scientific.net/amr.168-170.2382.

Full text

Abstract:

Traditionally the design phase was carried out by one single person – the master builder. Industrialization and technical development led to a split of the role of the design master into two: the architect and the engineer. Today, demands on functionality such as energy and cost efficiency led to an increasing need of functioning collaboration in large teams during the design phase; as well as a need of new work methods within the process. This calls for employees who are experienced in collaborating in interdisciplinary teams. To fulfill this demand a multidisciplinary course in “Advanced building design” has been developed at the Technical University of Denmark. The goal of the course is to provide training in teamwork at the final stage of the engineering education. The course has been carried out twice. It was held by a multidisciplinary team of professors in periods 2008/09 and 2009/10. The team of professors and the student teams had similar working conditions. These teams were subject of a questionnaire investigation on collaboration and team work. The study has the following findings. Collaboration can be learned and improves in time. It is shown that the team leader is not necessarily to be found within on specific profession. The team-structure was generally flat and decisions were mostly made in consensus. It is worthwhile to offer a multidisciplinary course and give engineering students experience in collaboration methods.

APA, Harvard, Vancouver, ISO, and other styles

17

Hellier, Susan, and Lynda Davidson. "Team Teaching in Nursing Education." Journal of Continuing Education in Nursing 49, no. 4 (April 1, 2018): 186–92. http://dx.doi.org/10.3928/00220124-20180320-09.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Ripley, Lindsay. "Components of a Teaching Team." Journal of Graduate Medical Education 12, no. 3 (June 1, 2020): 371–72. http://dx.doi.org/10.4300/jgme-d-19-00744.1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Ginther, Shawn Damon, Amy Phillips, and Steve Grineski. "Team-Teaching the HBSE Curriculum." Journal of Teaching in Social Work 27, no. 1-2 (June 18, 2007): 199–211. http://dx.doi.org/10.1300/j067v27n01_13.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Boyce, Natasha. "Creating a new teaching team." SecEd 2015, no. 19 (June 25, 2015): 6. http://dx.doi.org/10.12968/sece.2015.19.6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

WILLIAMS, BRENT C., TAMI REMINGTON, and MARIKO FOULK. "Teaching Interdisciplinary Geriatrics Team Care." Academic Medicine 77, no. 9 (September 2002): 935. http://dx.doi.org/10.1097/00001888-200209000-00040.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Cooper, Shelly C. "Teaching Is a Team Sport." General Music Today 30, no. 3 (April 2017): 3. http://dx.doi.org/10.1177/1048371317694821.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Prichard, Caleb. "Team Teaching in EFL Settings." TESOL Journal 11, no. 1 (March 2002): 48. http://dx.doi.org/10.1002/j.1949-3533.2002.tb00075.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Sharma, Ramaswamy, Thomas S. King, Elizabeth R. Hanson, and Kristin Fiebelkorn. "Medical Histopathology Laboratories: Remote Teaching in Response to COVID-19 Pandemic." Academic Pathology 8 (January 1, 2021): 237428952199804. http://dx.doi.org/10.1177/2374289521998049.

Full text

Abstract:

The COVID-19 pandemic required the rapid conversion of medical school curricula to virtual instruction. Prior to the crisis, histopathology teaching laboratories at UT Health San Antonio included completion of an Individual Laboratory Quiz before the laboratory session, a Team Application Exercise released and completed during the laboratory session with guidance from faculty, and a graded Team Laboratory Quiz at the end of the laboratory session. Adaptation of this interactive, in-person activity to a fully online platform included releasing the Team Application Exercise earlier to provide ample time for students to work virtually with their teams, conducting laboratory sessions using Microsoft Teams, with 5 to 6 teams led by a single instructor, and requiring the Team Laboratory Quiz to be taken individually for ensuring quiz security and test integrity. For incentivizing collaboration while completing the Team Application Exercise, the final score was either the student’s individual score on the Team Laboratory Quiz or their team’s average, whichever was higher. Comparison of student scores on the modified Team Laboratory Quiz to Team Laboratory Quiz scores using the earlier laboratory format prior to COVID-19 showed a significant decline; however, scores on other weekly quizzes or examinations were unaffected. Students welcomed the early release of Team Application Exercise and easier access to faculty but indicated that the modified Team Laboratory Quiz decreased peer-teaching and learning experience and increased anxiety. Faculty indicated the loss of personal interaction with students as a major theme. These data suggest that novel pedagogical approaches are required for online histopathology instruction to accommodate differences in learning styles while maintaining the benefits of team collaboration.

APA, Harvard, Vancouver, ISO, and other styles

25

Johnson, Elizabeth D., Fiona L. Bird, Jeanette Fyffe, and Emma Yench. "Champions or Helpers: Leadership in Curriculum Reform in Science." Journal of University Teaching and Learning Practice 9, no. 3 (July 1, 2012): 74–90. http://dx.doi.org/10.53761/1.9.3.7.

Full text

Abstract:

This study describes the perceptions of embedded teaching and learning leadership teams working on curriculum reform in science teaching departments. The teams combined a formally recognised leader, School Director of Learning and Teaching, with a project-based, more junior academic, Curriculum Fellow, to better leverage support for curriculum reform. Teams were established on the principles of localizing support and maximising credibility with discipline staff. The core teams were supported by a larger Faculty team of Associate Dean Academic, academic developer, educational designer, first year coordinator and project manager. Key themes emerging from the collected data were the complementary roles of members of the team, different perceptions of leadership between the School Directors of Learning and Teaching and the Curriculum Fellows, the importance of acting locally within the disciplines and the synergistic value of working in a team. The combination of formal and informal leadership aggregated into the FSTE School teams offers a model to support sustainable improvement in science teaching and learning in higher education.

APA, Harvard, Vancouver, ISO, and other styles

26

Stone, Nancy J., William F. Moroney, C. Shawn Burke, Barrett S. Caldwell, and Don B. Chaffin. "Teaching Team Behavior to Human Factors/Ergonomics Students, Part II: Specifics for Forming and Developing Teams, and Using Peer Ratings." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 49, no. 7 (September 2005): 747–50. http://dx.doi.org/10.1177/154193120504900701.

Full text

Abstract:

Many Human Factors/Ergonomics specialists are members of work teams. To prepare students for teamwork, the students' educational experiences need to include team building exercises and experiences. As a follow-up to the 2004 HFES panel on teaching team behavior, this panel will address more specific aspects of teaching team behavior to HF/E students. In particular, the panelists will address the issues of forming teams, developing teams, and collecting and using peer ratings. The results of this and last year's panel discussion will be used to develop guidelines for effectively teaching teamwork to HF/E students. These guidelines will be disseminated through the Education Technical Group.

APA, Harvard, Vancouver, ISO, and other styles

27

Hu, Xiaomei, Hui Li, and Zejiong Zhou. "Research on the Construction Mode of Excellent Teaching Team in Colleges and Universities." Frontiers in Science and Engineering 2, no. 12 (December 22, 2022): 33–41. http://dx.doi.org/10.54691/fse.v2i12.3286.

Full text

Abstract:

Starting from the role of teaching teams in colleges and universities, this paper analyzes the main problems in the construction of teaching teams in terms of team structure, cooperation mechanism, development planning, performance appraisal mechanism, and puts forward multiple construction models and operation management methods for constructing excellent teaching teams in terms of constructing three-level and six category teaching teams, constructing virtual teaching teams, and constructing double qualified teaching teams.

APA, Harvard, Vancouver, ISO, and other styles

28

Friedman, Victor J. "Making Schools Safe for Uncertainty: Teams, Teaching, and School Reform." Teachers College Record: The Voice of Scholarship in Education 99, no. 2 (December 1997): 335–70. http://dx.doi.org/10.1177/016146819709900202.

Full text

Abstract:

In recent years, “teams” have been increasingly advocated as a means of empowering teachers, improving instruction, and introducing educational change—particularly within the context of the current school reform movement. Nevertheless, few advocates have inquired seriously into the team concept and exactly how it fits with school practice. This lack of conceptualization is particularly serious in light of the failure of the initial team-teaching movement of the 1960s, which has been attributed to a lack of fit between the team concept and the role of the teacher, the organizational structure, and the cultural norms of contemporary schooling. This article examines the relationship between the team concept and school practice on the basis of a case study of a team that designed, developed, and implemented an innovative vocational education program within a secondary school. It argues that the team approach makes sense only if it is accompanied by a shift in thinking about teaching and school practice. This shift involves regarding teams as the primary unit of teaching practice and as a means of linking instructional and structural change within schools. Ultimately a team approach introduces greater uncertainty into teaching and school practice while at the same time providing a means for engaging uncertainty and generating learning.

APA, Harvard, Vancouver, ISO, and other styles

29

Ran, Hongyu. "Psychological Curriculum Design of Mine Rescue Crew based on BOPPPS." BCP Social Sciences & Humanities 16 (March 26, 2022): 321–26. http://dx.doi.org/10.54691/bcpssh.v16i.480.

Full text

Abstract:

In order to scientifically formulate psychological training courses for mine emergency rescue teams, and improve the psychological quality of mine emergency rescue team members, we adopt literature methods, expert interviews, field trips and other research methods, and take the psychological training courses for mine rescue teams as the research object. Analyze the existing problems and course limitations of the psychological training of the mine emergency rescue team, apply the BOPPPS teaching mode to the psychological curriculum design of the mine emergency rescue team, and design the corresponding design according to the six major links of the BOPPS teaching mode in combination with the work characteristics of the mine rescue team In teaching activities, a set of scientific psychological training curriculum system is proposed to provide a reference for more scientific and reasonable psychological training of mine emergency rescue teams.

APA, Harvard, Vancouver, ISO, and other styles

30

Huang, Yen-Chih, and Yang-Chieh Chin. "Transforming collective knowledge into team intelligence: the role of collective teaching." Journal of Knowledge Management 22, no. 6 (August 13, 2018): 1243–63. http://dx.doi.org/10.1108/jkm-03-2017-0106.

Full text

Abstract:

Purpose The purpose of this study is to explore the pivotal role that collective teaching plays in knowledge transfer between new product development teams. This study develops a theoretical model of collective teaching, where team intelligence is its consequence and learning orientation cognitive skills are moderators. Design/methodology/approach Based on a questionnaire survey of 156 pairs of new product development project teams of information technology firms, the authors used partial least squares to test the study’s hypotheses. Findings The findings reveal that the use of collective teaching is positively related to team intelligence of recipient teams. In addition, T-shaped skills of source teams exert positive moderating influence on this relationship and so does a learning orientation of recipient teams. Research limitations/implications First, the sample firms used in the study are from the IT industry, which is characterized by extremely short product life cycles, thereby limiting the generalizability of the study’s findings. Second, the authors did not examine whether the effect of T-shaped skills is different at various NPD stages; the contributions of each functional expertise may vary depending on the NPD stage (e.g. the idea generation or pre-launch stage). Third, the use of cross-sectional design precludes a causal inference. The role of focal constructs and moderators and their consequent effects would benefit from more stringent, longitudinal research. Finally, the authors controlled for only a limited set of factors of team intelligence because other potential antecedents of this variable still await identification by future studies. Practical implications This study suggests that the implementation of collective teaching can enhance the capacity of a project team as a whole to manage and innovate information, namely, team intelligence. The study’s findings also suggest that the management must recognize the significance of teams’ learning orientation and thereby proactively develop teams’ learning culture by redesigning work, reward systems or performance evaluation to promote learning. Additionally, it is prudent for managers to reconsider their recruitment criteria to incorporate T-shaped skills. Originality/value This study represents the first step in developing an empirically grounded framework linking collective teaching with team intelligence. Additionally, the authors confirm that team intelligence is a four-dimensional construct.

APA, Harvard, Vancouver, ISO, and other styles

31

Supriyanto, Rustam, and Farhan Farhan. "Manajemen Team Teaching Mata Kuliah Kepramukaan di Program Studi Pendidikan Dasar Islam." Bidayatuna: Jurnal Pendidikan Guru Mandrasah Ibtidaiyah 3, no. 1 (April 19, 2020): 1. http://dx.doi.org/10.36835/bidayatuna.v3i01.514.

Full text

Abstract:

This article explains the importance of collaboration and synergy in teaching team management between lecturers and scout trainers to realize the achievement of scouting mastery learning ins Study Program of Islamic Elementary Education(PGMI). This research is a literature review with a conceptual approach. The selection and sorting of relevant data is carried out and then analyzed in a descriptive qualitative manner. The research formulation is how the team teaching management of scouting courses in Islamic elementary education courses? The result of the study states : first; teaching team is started and based on the MoU between study programs or faculties stake holders and scout coaches. Second; teaching teams of scouting collaborate continuously in the implementation or education of basic and advanced courses. Third; teaching team of strengthening the role of the education and training center as well as research and development in research and public service in scouting. Fourth; teaching team in distribution evaluation of Scoutmaster students to group of siaga and penggalang as a test of the competency of professional teacher candidates on an ongoing basis.

APA, Harvard, Vancouver, ISO, and other styles

32

Retnoningsih, Esti, and Zainal Arifin. "MANAJEMEN TEAM TEACHING MATA PELAJARAN KEJURUAN DI SMKN 1 GOMBONG DAN SMKN 1 PURING." JURNAL PENELITIAN ILMU PENDIDIKAN 9, no. 2 (February 7, 2017): 132. http://dx.doi.org/10.21831/jpipfip.v9i2.12913.

Full text

Abstract:

AbstrakPenelitian ini bertujuan untuk mengetahui; (1) informasi empirik pelaksanaan Team Teaching, dan implementasi manajemen Team Teaching, (2) proses evaluasi pelaksanaan Team Teaching yang ada di SMKN 1 Gombong dan SMKN 1 Puring. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif kualitatif. Pengumpulan data dilakukan menggunakan wawancara, dokumentasi, dan observasi. Teknik analisis data yang digunakan adalah analisis data induktif. Hasil penelitian menunjukkan bahwa (1) program keahlian Teknik Kendaraan di SMK N 1 Gombong melaksanakan pembelajaran team teaching; sedangkan di SMKN 1 Puring penerapan pembelajaran team teaching belum sepenuhnya melaksanakan prinsip pembelajaran bertim, (2) implementasi manajemen team teaching di SMK N 1 Gombong sudah berjalan cukup baik; sementara itu implementasi manajemen team teaching di SMKN 1 Puring masih memerlukan beberapa perbaikan pada masing-masing unsur manajemen, (3) team teaching di SMKN 1 Gombong secara umum telah berjalan baik dengan terpenuhinya prinsip pembelajaran bertim dan prinsip manajemen; team teaching di SMKN 1 Puring secara umum membutuhkan perbaikan sehingga dapat memenuhi prinsip pembelajaran bertim dan manajemen yang baik.Kata kunci: team teaching, manajemen, program keahlian Teknik Kendaraan RinganAbstractThe objective of this research is to determine; (1) empiric information of team teaching implementation, and management team teaching implementation, (2) the evaluation process of team teaching implementation at SMKN 1 Gombong and SMKN 1 Puring. This research used qualitative approach. Data were collected by interview, documentation, and observation. Data analysis technique used inductive analysis data. The results of the research indicate that (1) Otomotif Department of SMKN 1 Gombong applied team teaching learning model; while team teaching in SMKN 1 Puring did not apply the full principles of team teaching learning model, (2) Management team teaching implementation in SMKN 1 Gombong was done effectively enough; besides management team teaching implementation in SMKN 1 Puring needs some improvements for each part of management process (3) Team teaching in SMKN 1 Gombong relatively fulfilled the principles of team teaching learning models and management process; while team teaching in SMKN 1 Puring needed some improvents to fullfill principles of team teaching model and management process.Keywords: team teaching, management, Otomotive Department

APA, Harvard, Vancouver, ISO, and other styles

33

Gibbons, Andrew, Sue Stover, Kiri Gould, Sandy Farquhar, Marek Tesar, and Sonja Arndt. "‘Unpacking our thinking in front of each other’: A case study in knowledge flow within an early childhood teaching team." Australasian Journal of Early Childhood 46, no. 3 (April 21, 2021): 236–48. http://dx.doi.org/10.1177/18369391211010344.

Full text

Abstract:

The complex and fluid nature of knowledge is a key dimension of the early childhood curriculum and of early childhood teaching and learning. Such complexity adds to the already complex and dynamic work of an early childhood teacher. With a dynamic view of knowledge in mind, this article reports on research with a team of early childhood teachers to explore the ways in which knowledge is experienced for the teaching team. We explore formulations and debates on knowledge that engage with the complexity of knowledge relationships in an early childhood teaching team. The data provides an insight into the importance of leadership and interpersonal relationships in determining how knowledge moves within the ecology of a teaching team. The benefits of critical dialogue are explored in terms of supporting the work, and well-being, of early childhood teachers and teaching teams.

APA, Harvard, Vancouver, ISO, and other styles

34

Wan Mohd Apandi, Wan Nurhasyimah, and Mohd Daud Abdul Rahim. "Collaborative Teaching." Idealogy Journal 5, no. 2 (September 28, 2020): 167–70. http://dx.doi.org/10.24191/idealogy.v5i2.238.

Full text

Abstract:

Collaborative teaching methods is related with Pedagogy theory in academician achievement as team members (Armstrong (1977); cited in David Nunan (1992)). The definition of collaborative teaching approach is known as team teaching in classrooms practices, with a group of creative thinkers to brainstorm about ideas or other creative problems. This practice should be done continuously to be effective. However, there are some challenges that educator will face when practicing collaborative teaching in classroom. The challenges include clash of teaching hours, misconducting time management for students, percentage of rubric assessment, and confusion in terms of differing opinion from educators. Collaborative teaching also known as team teaching is an approach to educate students with two or more teachers in the classroom for a same subject (Robinson et al., 1995).

APA, Harvard, Vancouver, ISO, and other styles

35

Averbukh, Yelena, and William Southern. "The Impact of the Number of Admissions to the Inpatient Medical Teaching Team on Patient Safety Outcomes." Journal of Graduate Medical Education 4, no. 3 (September 1, 2012): 307–11. http://dx.doi.org/10.4300/jgme-d-11-00190.1.

Full text

Abstract:

Abstract Introduction The clinical work in academic internal medicine inpatient units is done by teaching teams. To date, few studies have investigated how team workload affects patient safety outcomes. Objective We examined the association between the number of patients seen by a teaching team, 30-day readmission, and 60-day mortality. Methods In this retrospective observational study we defined each team as “less busy” (total monthly admissions ≤49, the median for all teams) or “more busy” (total monthly admissions >49). We compared patients in both groups' demographic characteristics, comorbidities (Charlson score), severity of illness (the Laboratory-based Acute Physiology Score [LAPS]), and length of stay using t tests, χ2 tests, and rank sum tests, as appropriate. Logistic regression models were constructed to determine whether there was an association between assignment to a busy team and readmission and mortality. Results Of 12 119 admissions examined, 6398 (52.8%) were assigned to the less busy teams and 5721 (47.2%) were assigned to busy teams. Mean length of stay was not statistically different between the groups (5.2 vs 5.3 days; P = .08). After adjustment for demographic and clinical characteristics (LAPS and Charlson score), care by a busy team was associated with greater 30-day readmission rate (odds ratio, 1.21; 95% confidence interval [CI], 1.10–1.34) but not with increased risk of mortality (odds ratio, 1.05; 95% CI, 0.88–1.27). There was a significant linear association between the number of monthly admissions to teams and the readmission rate. Conclusions Admission to a busier teaching team is associated with a 21% increase in the odds of 30-day readmission. Sixty-day mortality was not affected by the number of monthly admissions to the teaching team.

APA, Harvard, Vancouver, ISO, and other styles

36

Rajamma, Rajasree K., and Michael R. Sciandra. "Planning and Implementing a Graduate Online Team-Taught Marketing Course." Journal of Marketing Education 42, no. 2 (July 4, 2018): 108–22. http://dx.doi.org/10.1177/0273475318786336.

Full text

Abstract:

Online courses have become an important educational delivery tool for institutions of higher learning throughout the world. While popular among students and administrators, many faculty members have expressed concerns with online courses. Therefore, this article highlights online team teaching as a potential solution to many of the concerns harbored by faculty members. In particular, we discuss the potential challenges that can be faced by an online teaching team during the various stages from conceptualization to implementation, and offer prescriptive guidelines that would help future teams in navigating those challenges. Importantly, this article explores online team teaching from the perspective of marketing faculty and outlines positive educator outcomes associated with the development of a team-taught marketing course.

APA, Harvard, Vancouver, ISO, and other styles

37

Mat Saleh, Syadatul Syaeda binti, Nurul Husna Jamian, and Najihan Awang@Ali. "Team Teaching Load using Linear Programming." Journal of Computing Research and Innovation 4, no. 1 (November 3, 2019): 8–15. http://dx.doi.org/10.24191/jcrinn.v4i1.115.

Full text

Abstract:

Assignment of teaching loads refers to the allocation of teaching hours among academic staff. It will be the ideal way to assign the right courses to the right staff based on their expertise, preference and experience. The common practice in this department to allocate the teaching load is done manually through trial-and-error using Microsoft Excel which is inefficient and time consuming. Moreover, the manual allocation may lead to bias judgement and get unfavourable courses among academic staff. Thus, this study aims to propose a teaching load allocation model which able to optimize the teaching quality. A primary data has been collected using google form among 25 lecturers with 13 courses considered. Then, a linear programming model was applied based on department policies as constraints in order to find an optimal solution. A feasible solution will be solved using LINGO optimization software and the model serves as a best tool to assist head of department to allocate teaching loads. It found that the model proposed is suitable to be employed for teaching load allocation in this department .

APA, Harvard, Vancouver, ISO, and other styles

38

Shibley, Ivan A. "Interdisciplinary Team Teaching: Negotiating Pedagogical Differences." College Teaching 54, no. 3 (May 2006): 271–74. http://dx.doi.org/10.3200/ctch.54.3.271-274.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Lindauer, David L. "A New Approach to Team Teaching." Journal of Economic Education 21, no. 1 (1990): 71. http://dx.doi.org/10.2307/1182410.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Graveel, John G. "Team Teaching: Introduction to Environmental Science." Journal of Natural Resources and Life Sciences Education 33, no. 1 (2004): 166. http://dx.doi.org/10.2134/jnrlse.2004.0166.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Zeng, Yan Ying, Zu Juan Xiong, Yin Qu, and Tao Chen. "Practice Research on Teaching Team Construction." Advanced Materials Research 271-273 (July 2011): 1674–81. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1674.

Full text

Abstract:

Taking the example of teaching team construction of logistics management major of Guangdong Communication Polytechnic, the paper analyzes the building process in detail from the following five aspects. Firstly, set up the doubled qualified team combined by full-time and part-time teachers. Secondly, undertake team building in the leading of specialty construction and course reform. Thirdly, select outstanding leaders for the teaching team. Fourthly, draw support from competent departments in industries and industry associations to promote cooperation between colleges and enterprises and extend services for society. Finally, improve teaching skills and enhance cultivation of the team teachers’ vocational abilities. The article also proposes management strategies in building the teaching team by perfecting management and operation mechanism, establishing effective incentive mechanism and setting up scientific performance evaluation system.

APA, Harvard, Vancouver, ISO, and other styles

42

Dinitz, Sue, Jack Drake, Shirley Gedeon, Jean Kiedaisch, and Char Mehrtens. "The Odd Couples: Interdisciplinary Team Teaching." Language and Learning Across the Disciplines 2, no. 2 (1997): 29–42. http://dx.doi.org/10.37514/lld-j.1997.2.2.05.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Van Orman, Kimberly. "Teaching Philosophy with Team-Based Learning." AAPT Studies in Pedagogy 1 (2015): 61–81. http://dx.doi.org/10.5840/aaptstudies20159215.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Link, Pierre-Carl, Cedric Steinert, and Susanne Jurkowski. "Team-Teaching, Fortbildung und Online-Lernumgebung." Behindertenpädagogik 60, no. 4 (November 2021): 371–79. http://dx.doi.org/10.30820/0341-7301-2021-4-371.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Widyawati, Ferina, Saiful Anwar, Happy Susanto, and Rohmadi Rohmadi. "Manajemen Team Teaching di Madrasah Ibtidaiyah." Jurnal Riset Madrasah Ibtidaiyah (JURMIA) 2, no. 1 (February 2, 2022): 155–63. http://dx.doi.org/10.32665/jurmia.v2i1.273.

Full text

Abstract:

MI Muhammadiyah 6 Nglegok Jenangan Ponorogo is an educational institution under the auspices of the world's largest organization, Muhammadiyah. In their learning, MI Muhammadiyah 6 Nglegok Jenangan Ponorogo uses the Team Teaching method so that the teaching and learning process can run well and by the targets set by the madrasa. This study aims to describe the management of Team Teaching, the supporting and inhibiting factors of Team Teaching management at MI Muhammamdiyah 6 Nglegok Jenangan Ponorogo. This research is qualitative research with a descriptive approach directed to the field and uses a general system that does not require a theoretical study. In this research, the data collection uses interview, observation, and documentation methods to answer the management of Team Teaching at MI Muhammadiyah 6 Nglegok Jenangan Ponorogo. The results of this study were concluded as follows: (1) Management of the Teaching Team at MI Muhammadiyah 6 Nglegok Jenangan Ponorogo in one class led by two teachers, where one teacher focused on etiquette and general subjects, while the other teacher focused on al Qur'an or tahfidz and spiritual lessons; (2) Supporting factors in implementing the Team Teaching method in madrasas are the existence of a development team, Madrasa Heads, Teachers, Students and also adequate infrastructure, while the inhibiting factor is the lack of communication with parents so that there are still many parents who do not understand the program. Is in the Madrasa.

APA, Harvard, Vancouver, ISO, and other styles

46

Sohn, Byung Woo. "Team Teaching Method for Unification Education." Journal of Social Science 30, no. 3 (July 30, 2019): 265–87. http://dx.doi.org/10.16881/jss.2019.07.30.3.265.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Redivo, Michael, and Rudy Buckman. "Team: Teaching Empowerment Through Active Means." Journal of Systemic Therapies 23, no. 4 (December 2004): 52–66. http://dx.doi.org/10.1521/jsyt.23.4.52.57842.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Lindauer, David L. "A New Approach to Team Teaching." Journal of Economic Education 21, no. 1 (January 1990): 71–72. http://dx.doi.org/10.1080/00220485.1990.10844655.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Andersen, Cathy M., and Lynnda J. Emery. "Interdisciplinary Team Teaching of Database Management." Occupational Therapy In Health Care 11, no. 2 (January 1998): 45–57. http://dx.doi.org/10.1080/j003v11n02_04.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Gatliff, Bee, and Frederick C. Wendel. "Inter‐institutional collaboration and team teaching." American Journal of Distance Education 12, no. 1 (January 1998): 26–37. http://dx.doi.org/10.1080/08923649809526981.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Team Teaching'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles