التفاصيل البيبلوغرافية
| العنوان: |
Co-teaching in higher education: implications for teaching, learning, engagement, and satisfaction. |
| المؤلفون: |
Zach, Sima, Avugos, Simcha |
| المصدر: |
Frontiers in Sports & Active Living; 2024, p1-10, 10p |
| مصطلحات موضوعية: |
HIGHER education, TEACHING teams, COLLABORATIVE learning, STUDENT teachers, TEACHER education |
| مستخلص: |
Introduction: This study examined the impact of co-teaching on students and lecturers, assessing its benefits and drawbacks, and suggesting ways to enhance collaborative learning. Methods: Fifty undergraduate student teachers participated in two sports sciences seminar courses jointly taught by two lecturers. Data was collected via student reflections; course evaluation feedback; word clouds; and teacher reflections. Thematic analysis was used for qualitative data. Results: The findings indicate that the short intensive seminar course resulted in three parallel processes: emotional, students transitioning from negative feelings of chaos, frustration, and a sense of incompetence to positive feelings of satisfaction and sense of accomplishment; social, students learning to listen, request assistance, support, encourage, and collaborate; and cognitive, students learning to ask fruitful questions, plan experiments, summarize, and present. Nevertheless, the time and effort demands involved in the planning and management of such courses may constitute a significant barrier to the future implementation of this teaching method. In terms of course outcomes, no indications of higher quality were seen compared to traditional instruction. Discussion: Drawing on the symbolic interactionism theory, the study advocates for preparing students for inclusive and collaborative learning environments to improve academic engagement and success. [ABSTRACT FROM AUTHOR] |
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| قاعدة البيانات: |
Complementary Index |
