The purpose of this case study was to investigate the perception and experience of ten new faculty member participants in paired teaching. Along with providing evidence for paired teaching as an avenue for professional development in higher education, the study provides experiential narratives of paired teaching relationships as an illustration of…

To assist preservice elementary teachers in attaining scientific competence, knowledge, and understanding of interdisciplinary concepts, a teacher education model--the combined individual microteaching, modeled teaching, and inquiry-based team-teaching (CIMIT) model--was established, and its effectiveness was evaluated. A quasiexperimental design…

Four cycles of a value creation conceptual framework including: immediate value; potential value; applied value; and realized value, were used to analyze the role of social capital in the creation of experienced and aspired value in collaborative learning. Students' narratives on team development dynamics in a Team Lecture Hybrid (TLH)…

Teaching primary science through inquiry offers a number of benefits including developing pupils' science skills, progressing thinking skills and personal capabilities, and making science relevant to children's everyday experience. Ensuring that pre-service teachers (PSTs) are fully confident and competent in teaching inquiry-based science (IBS)…

The COVID-19 pandemic has highlighted the importance of incorporating distance learning for long periods. However, few studies have addressed strategies to overcome the limitations caused by the lockdown. In this study, we report an active learning experience on the topic of chemical kinetics, using two "flipped class" approaches,…

Background: The theory and practice divide is a persistent conundrum in teacher education. Moreover, foundation phase literacy teacher education is no exception because such graduates are expected to acquire knowledge and skills to address the challenges of the classroom. Objectives: This article focuses on the application of an integrated…

Present pandemic-related circumstances have created unique challenges for educators and students alike. Information and communication technology (ICT) based team-teaching and collaborative course design can effectively mitigate feelings of isolation and disconnection and enhance student engagement within a remote education context. This article…

High-impact practices, and other pedagogical advancements, have been successfully used to deepen student engagement with courses over a wide variety of disciplines. Here, we describe the design, implementation, and assessment of a cross-disciplinary, inquiry-based lab course built on the proven success of these deeply engaging principles. This new…

As numerous varsity campuses remain closed during the coronavirus disease 2019 pandemic, educators must look for suitable digital tools to conduct lessons and engage learners online. In this report, we discuss how to structure the online lessons using the Community of Inquiry framework (CoI). The CoI was applied to the university elective course…

This research clarifies how a collaborative team teaching model (CTTM) can support both pre-service and in-service teachers' professional development in using inquiry-based science teaching in primary schools. The data were collected via a questionnaire-based survey approach after inquiry projects implementation at public schools in four Finnish…

This study evaluated how the pairing of sessional teaching staff in a large first-year undergraduate science subject provided context-specific professional development for sessional teaching staff. We used a likert-scale questionnaire to ask sessional staff to rate how effectively peer-pairing in the classroom contributed to a range of teaching…

This case study contributes with a new coteaching design, in which experienced teachers from two different aesthetic subjects are planning, teaching and evaluating together in higher education, more specifically in general preschool teacher education. The aim of the study is to analyse how two drama teachers and a music teacher reflect on their…

Student-centered teaching practices such as active learning continue to gain momentum in college science education. Many instructors committed to these innovative practices transform their classrooms beyond the standard lecture. Nevertheless, widespread implementation of these practices is limited, because the learning benefits for students are…

In 2014, Metropolia University of Applied Sciences implemented a fundamental change in its curriculum from small single topic 3-5 credits courses into 15 credits multidisciplinary courses implemented by teacher teams. This paper focuses on how teachers of Information Technology programs experienced the reform. Research data include teacher…

A sophomore core chemical engineering course was co-taught by two different 4 instructors in Spring 2016 and Spring 2017 with approximately 90 students both semesters via an 5 active learning environment in a collaborative learning space. Both instructors were present for 6 almost all lectures and each instructor delivered approximately 50% of the…