Team teaching through the lens of subjectively perceived opportunities for professional development of university teachers and primary school teachers
Vol.32,No.3(2022)
This research study focuses on teacher professional development. It concerns both university lecturers and experienced school teachers who are responsible for preparing pre-service primary school teachers for their future profession. The aim of the research was to explore how university lecturers and primary school teachers subjectively reflect on the potential of team teaching in the domains of their own professional development. We have chosen a qualitative research design. Data were collected through in-depth semi-structured individual interviews with six teachers from faculty primary schools and seven university lecturers working in academic roles at the Faculty of Education, Charles University, who have been involved in team-teaching for at least one academic year (2021/2022). The content analysis of the data was conducted using qualitative structuring techniques with the creation of inductive categories. The results are described in four main categories that explain the subjective importance of the areas of professional development as communicated by the respondents as benefits of the team-teaching implemented: Self-knowledge and self-awareness; Reflection and argument finding; Inspiration and enrichment; Mutual support and sharing within the professional community. The findings are in line with the trend in the concept of teacher professional development, which is based on systematic reflection on the professional activities carried out, professional knowledge and professional beliefs and the need for sharing of knowledge and developing a culture of professional community.
teacher professional development, reflective practice, professionalisation of teaching, clinical practice, team teaching, professional community, professional sharing, collaboration
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