Dear Jesus

It is no regular, but I had this experience. I think is a good way to get the best from each teacher member, according their specialty. It`s necessary to think in all requirements, choose the members and have the plan B when you loose a member.

I believe its useful when it comes with people who like doing it.

Planning it is important and being supportive is vital. Although, its not easy to be done, especially with some people who feel that team teaching is showing that they can not do on their own.

I do not have any experience but feel that the new idea may be good for enhancing subject knowledge. But as suggested by Cecelia one must have the responsibility to organize the course activity. Thanks

Teams can be single-discipline, interdisciplinary, or school-within-a-school teams that meet with a common set of students over an extended period of time. New teachers may be paired with veteran teachers. Innovations are encouraged, and modifications in class size, location, and time are permitted. Different personalities, voices, values, and approaches spark interest, keep attention, and prevent boredom.

The team-teaching approach allows for more interaction between teachers and students. Faculty evaluate students on their achievement of the learning goals; students evaluate faculty members on their teaching proficiency. Emphasis is on student and faculty growth, balancing initiative and shared responsibility,  specialization and broadening horizons, the clear and interesting presentation of content and student development, democratic participation and common expectations, and cognitive, affective, and behavioral outcomes. This combination of analysis, synthesis, critical thinking, and practical applications can be done on all levels of education, from kindergarten through graduate school.

http://education.stateuniversity.com/pages/2493/Team-Teaching.html

Hi.Team teaching is rarely done at tertiary level. However, we could adapt this method most possibly if we are mentoring our junior colleague. We could begin the first part of lecture with the mentor facilitating the students on theoretical aspects on lesson while the mentee takes over during activities. The mentor then allows the mentee to revert to theoretical parts and explain them in his/her own understanding to students. 

But in the corporate training field, team teaching is rather common where two or three trainers rotate to conduct lessons. I had experienced this while conducting corporate training sessions to government officers in 2004 - 2007. A lesson is shared by two trainers on Basic Communication Skills for Government Officers. Kevin and I switched roles with the aim to provide two different techniques of teaching to clients. Another advantage is that this method breaks up the monotony f one trainer while improving the learning curve of another. I agree that planning plays a crucial role here since Kevin and I took long hours to discuss our 'insertion' and 'exit' points alongside with our distinct methods so as to differentiate between us.

Team teaching can be either group or pair (dyad) or teacher n students as team ; equal pattern of cooperative learning eg learning-station cycle, paired teaching, etc.

I have been part of a team-teaching arrangement where different members of the team had differing expertise and ways of approaching the material in question. It is a good approach to take for a weekend intensive. Participants enjoyed the different personalities and expertise. It was also helpful for review the effectiveness of the training.

Team teaching boasts many advantages. It can help provide a dynamic and interactive learning environment and inspire new research ideas and intellectual partnerships among faculty.

Team teaching requires special preparation which varies than the traditional one, single-instructor courses. Planning can help instructors prevent any kind of between instructors and participants.

Usually one teacher is given one subject to teach individually. Team teaching may be more creative and effective. Students will be benefitted more. In this way, teachers can be allotted units in which they are perfect. They can deliver effectively. It will help a lot when any teacher shifts in another institute/university or leaves suddenly.

I think this will be very good for new subjects with interdisciplinary contents where no "established" specialized teachers are available yet, where teachers from specialized disciplines can form a team for the subject.

Dear Sir; 

Team taught courses have become an important part in curriculum of many universities around the world. It has now found a place in many different departments, program mes and disciplines at levels ranging from undergraduate lectures to graduate seminars.

It boast many pedagogical and intellectual advantages; it can help create a dynamic and interactive learning environment, provide instructors with a useful way of modeling thinking within or across discipline. Inspire new research ideas and intellectual partnership among faculty.

To experience the full benefits of team teaching however, instructors must adjust their course planning and class room management strategies to accumulate a collaborative approach.

If the course can be divided naturally into modules, then team teaching is natural thing to do. Otherwise may not be a good practice, since discontinuous the plan and thinking for the whole course.

I do not support team teaching; a course should be the responsibility of one and only one lecturer.

I had the experience in our doctoral program on entrepreneurship - it was positive. My partnenr teacher was doing the conceptual framework and the global overview (he is form Finland) and I was emphasizing the local situation. It was very interesting for the students and in their outputs one could clearly see that they got the message from the both of us. However, I have no expericence in longer courses.

I agree with Kamal. We started applying team teaching for long time in lab and practice of exercise based skills .

My problem with team teaching is the consistency of the didactic concept and guidance. with a group of teachers. As dear Costas already mentioned, team teaching is only possible, if you are able to separate the syllabus in logical parts and if you have an over all segmentation with common basic fundamentals.

I think team teaching is very useful method of teaching beside individual teaching because- in team teaching, knowledge and experiences of resource persons are shared most. I have experienced this type of teaching many times in my school life. It is, of course, a modern way of art of  teaching.

I quite often team-teach. Especially of the domain in which I work (complex systems). We meet - engineers, social scientists, biologists, and physicists (mainly). The students love those courses. Of course, it has to do with the very interdisciplinary character of the field (= complexity).

The key element in evaluating teaching methods is reasonable or not is that  whether it has reflect the teaching thought of “dominated by teachers, teaching with students as the center, with learning as the center, result of learning as the center” in the process of the implementation of the teaching method. Teachers can guide and help students thinking exploration activities consciously with “discussion-based”

teaching method. If students have different views and opinions on certain issues, then discussion can form a strong external stimulation that give rise to students’ interests and attention and then produce independence, exploratory and collaborative learning. The teaching method is undoubtedly the reflection of the teaching thought, namely, “dominated by teachers, teaching with students as the center, with learning as the center, result of learning as the center”

Jian Liu and  Jinmei Wang (2013), Team Teaching of Higher Mathematics, INDIAN JOURNAL OF APPLIED RESEARCH X 319 Volume : 3 | Issue : 11 | Nov 2013 | ISSN - 2249-555X

Perhaps team teaching better reflects the daily life learning patterns. People meet different people, discuss with different people, etc....  

Perhaps it also helps to better track the fast increase in knowledge in the different science disciplines.

Perhaps it might lower biases caused by different schools of thinking (e.g. Dominant professor A imposes school of thinking A versus Dominant professor B imposes school of thinking B, etc...)?  

God question dear Roland. Moreover, it seems to me that the times of a single teacher - even a professor - have begun to be a question of the past. Science, namely good science, is about contrast, arguments, criticism, and the like. Good current spearhead science does not pontificate any longer. In spite of (apologize!) a number of universities out there that still call themselves: "Pontificate… University". An archaism...

Kamal added a further dimension to the question. I may add some bibiography:

• Gerry Stahl Studying Virtual Math Teams, Springer, 2009

• Nia Alexandrov Raul Ramirez Velarde and vassil Alexandrov

Technological Advances in interactive collaborative Learning, CRC press, 2013

▪ GUGLIELMO TRENTIN, Networked Collaborative Learning:Social interaction

and active learning, Chandos Publishing, 2010

Agree, this needs to be worked out and planned earlier and stated what is going to happen. There are always people who can do it well as if it was done individually, however, with some others its a hard task.

Teaching should be creative thinking.

Dear Roland 

That is what i mean. Thank you.

Universities prefer hiring native EFL teachers in the prepratory year given that the goal of the UPP (University prepratory programme) is to help students acquire the skills needed to start their college education. If team teaching is implemented, do you think it would give a chance for the highly qualified nonnative EFL teachers to teach in the preparatory programme? Speaking and listening modules could be taught by native EFL teachers ,for example, while writing and reading modules could be taught by nonnatives. What do you think?