Team teaching as a strategy for enhancing teaching about theory-into-practice
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[1] Griffith University
Griffith University
Australia
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- Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 60, Nº 1, 2023, págs. 26-36
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Integrating theory-into-practice is an important skill for professionals to master during their university education; however, students and educators find learning and teaching about theory-into-practice challenging. To address these difficulties ‘Transition Workshops’ were implemented within a Bachelor of Occupational Therapy. A mixed methods evaluation was conducted using pre- and post-workshop surveys and focus groups. Qualitative findings, the focus of this paper, were that team teaching helped educators feel more confident in teaching theory-into-practice as it was more enlivening than solo teaching, it provided opportunity for professional development, it enabled better understanding of the whole curriculum, and it modelled a consolidated professional identity. Team teaching assisted students by providing them with multiple role-models. This study highlighted that some of the challenge in supporting students to learn how to integrate theory-into-practice may be addressed using team teaching.
