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In the course of the Bologna Process and the growing heterogeneity of the student body, competence-orientated teaching is becoming increasingly important. In order for learners to develop competences, they need to actively engage with the subject matter. Teachers therefore have the task of supporting this active engagement by offering individualised approaches.
With the team teaching method, two lecturers share responsibility for the design and delivery of the course. It is a suitable method for offering students different learning paths.
The origins of team teaching lie in the school context. In the school education literature, team teaching is defined as "a form of teaching by at least two cooperating teachers in which joint responsibility for lesson development and design is at the centre" (Halfhide, 2009, p. 4).
However, this method is particularly recommended for larger groups with a high degree of heterogeneity. In addition to interdisciplinary courses, team teaching is also suitable for courses offered by two or more people from the same subject area.
In contrast to traditional settings, in team teaching learning objectives, didactic methods and the specific distribution of tasks etc. must be negotiated between the teachers. This requires an open approach and a willingness to reflect on one's own teaching.
Important requirements:
Procedure
Team teaching is characterised by close cooperation between the teachers involved. The following constitutive features of team teaching can be identified:
Learning success
The added value of the teaching team for the course participants lies in more individualised support that takes into account the experience and skills as well as the weaknesses and fears of the learners.
The teaching team provides students with a larger repertoire of teaching methods and can respond more specifically to the individual needs of individual students. In principle, team teaching is suitable for a wide variety of learning groups and content.
Halfhide, Th. (2009): Team teaching. Bündner Schulblatt, June 2009/3.
Halfhide, Th./Frei, M./Zingg, Cl. (2002): Team teaching. Ways to good teaching. Zurich: Lehrmittelverlag.
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