Student teachers’ peer team teaching experiences from a quantitative perspective: Perceptions, profiles and transition probabilities

Abstract

Team teaching among student teachers implies more than group composition: the challenge is to teach collaboratively. This quantitative study provides insight into the dynamics of student teachers' perceptions by identifying latent profiles and transition probabilities over time. Therefore, the Student teachers’ Team Teaching Perceptions Questionnaire was administered twice during one academic semester to 126 participants. Overall results reveal that student teachers varied in their perceptions. Specifically, latent profile analysis shows that three distinct team teaching profiles emerged at both time points. Moreover, for most student teachers in each of these profiles the initial perceptions remained the same over time.