"Oh what a difference a team makes": Why team teaching makes a difference
"Oh what a difference a team makes": Why team teaching makes a difference
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DOI：
10.1016/s0742-051x(98)00021-3
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发表时间：
1998-10-01
影响因子：
3.9
通讯作者：
Speck, BW
中科院分区：
文献类型：
--
作者：
Anderson, RS;Speck, BW
文献支持了团队教学在促进高等教育学生学习中的价值。事实上，来自我们团队教学研究的数据证实了这一点。然而，文献中对团队教学的定义是基于来自各种教学环境的各种不和谐的声音。因此，对团队教学的不同定义无助于解释为什么团队教学在促进学生学习方面如此有效。我们对有效性的定义和赞扬之间的冲突提供了解决方案，注意到团队教学的定义是错误的，因为它们诉诸于后勤，而不是教学理论，并提供了解释为什么团队教学在令人困惑的一系列实践环境下能够有效的理论基础。我们还提出了关于团队教学的问题，以期对团队教学进行深入的研究。(C)1998爱思唯尔科学有限公司。保留所有权利。
Literature supports the value of team teaching in promoting student learning in higher education. Indeed, data from a study of our team teaching confirm that support. However, definitions of team teaching in the literature are based on a cacophony of voices arising from a variety of pedagogical contexts. Thus, disparate definitions of team teaching are not helpful in explaining why team teaching is so effective in promoting student learning. We provide a solution to this conflict between definitions and praise of effectiveness by noting that the definitions of team teaching are wrong headed because they appeal to logistics, not pedagogical theory, and by providing a theoretical basis that explains why team teaching can be effective given the bewildering array of circumstances under which it is practiced. We also raise issues about team teaching to propose a thorough study of team teaching. (C) 1998 Elsevier Science Ltd. All rights reserved.