Collaborative Teaching Research Articles

The Role of Preparing Teachers’ Understanding of the Co-Teaching and Collaborative Teaching Models in Developing their Teaching Experiences

This study explored the role of preparing teachers’ understanding of the co-teaching and collaborative teaching models. This research aims to significantly advance inclusive education practices by offering novel perspectives on the functions of co-teaching models and the preparation programs for pre-service teachers. This investigation employed a descriptive research technique to understand the essential elements and strategies of effective preparation programs for pre-service teachers that promote co-teaching and inclusive education, as perceived by teachers. A total of 30 individuals participated in the research project, consisting of 20 pre-service teachers in their last year of college and 10 full-time teachers in public schools in Saudi Arabia. The survey revealed that 80% of the pre-service teachers considered that peer-to-peer learning activities, such as group discussions and collaborative projects, were the most effective means of acquiring knowledge regarding co-teaching approaches. The comprehensive findings of this study challenge conventional notions regarding the preparation of teachers and highlight the urgent necessity of formulating novel and all-encompassing approaches for pre-service teacher training.

Shifting power relations in innovative learning environments: implications for initial teacher education and practicum

ABSTRACT Internationally, a dearth of literature exists on how preservice teachers (PSTs) should be prepared to engage in Innovative Learning Environments (ILE) while on practicum. These environments progress open physical designs, and particular pedagogies and discourses favouring student agency and teacher collaboration. Differing conceptions of power coalesce in these new designs. This case study research in Aotearoa|New Zealand illustrates a set of power dynamics produced in ILE practicum and the pedagogical practices PSTs deploy to respond. Our findings suggest that, despite progressive ideals, student agency, a key pedagogical commitment of ILE, remains mired in zero-sum notions of power, and visions of autonomous teachers linger in collaborative teaching arrangements, setting up considerable tension within practicum. We examine power relations in our case study through Foucault’s mechanisms of power. This framework lets us see how practicum requirements, images of the student/teacher relationship and changes in views of teaching are associated with ILE but are responded to in both contradictory and productive ways by PSTs. Our findings will be of interest to teacher educators and to teachers who supervise PSTs in practicum contexts to maximise the potential of ILE for learning and teaching.

Understanding Teachers’ Lived Experiences of Instructional Collaboration in Inclusive and Mainstream Settings: A Transcendental Phenomenological Approach

ABSTRACT This project investigates teachers’ lived experiences of instructional collaboration in mainstream and inclusive education settings, looking both at the factors that special and general education teachers believe hinder instructional collaboration, and those that teachers identify as critical to facilitating it. The study draws upon a transcendental phenomenological approach, with initial in-depth and follow-up interviews with nine special and general education teachers from the southern region of Saudi Arabia. The data analysis generated several themes and a number of sub-themes that helped provide a deeper understanding of the phenomenon. These themes were school culture, work pressure, and facilitating factors. Thus, examining the experiences of teachers in inclusive instructional collaboration settings revealed various factors that influence the successful implementation of this practice. Recommendations for future directions that may contribute to strengthening instructional collaboration in schools are discussed in the paper.

Exploring Interprofessional Collaboration in Teaching Between Nursing and Physical Therapy.

Integrating interprofessional concepts and competencies in the classroom teaches students to perform successfully in complex interprofessional care environments. There is little information regarding the effects of interprofessional collaboration in education utilizing faculty and students from other disciplines. Satisfaction and Self-Confidence in Learning Survey (SCLS) scores and written responses were collected from 31 nursing students to explore nursing students' perceptions of an interprofessional collaboration in teaching between nursing and physical therapist (PT) educators. Nursing students' SCLS scores were higher on days where PT educators participated in teaching students. Analysis of written responses revealed five themes: appreciation of an outside expert perspective, enhanced self-efficacy with patient mobility skills, opportunity for interprofessional collaboration, satisfaction with the learning experience, and conflicting information. Interprofessional collaboration in teaching resulted in high levels of satisfaction and self-confidence and provided an opportunity to work toward an aspect of core competency for interprofessional collaborative practice. [J Nurs Educ. 2024;63(6):402-404.].

Applying a pedagogy of interdisciplinary and cross-cultural collaboration as socio-ecological practice in landscape architecture education

Applying a pedagogy of interdisciplinary and cross-cultural collaboration as socio-ecological practice in landscape architecture education

Research on Network Teaching Collaboration Platform Using Flipped Classroom Teaching Mode

The quick development of intelligent information technology in modern society has accelerated education informatisation. Accordingly, the traditional modes of instruction and methods of instruction are no longer able to satisfy the educational needs of modern society, so the flipped classroom teaching method emerges at the historic moment. While injecting fresh vitality into education, this model can also reflect good teaching effects, which is of enormous practical relevance to the development of education. Additionally, flipped classroom teaching is made possible by the online teaching resources offered by colleges and institutions. In view of the unreasonable distribution of curriculum resources in the current university network teaching platform, this study proposes a university network platform combining flipped classroom teaching mode and improved Apriori algorithm. First of all, to achieve the acceptable allocation and suggestion of learning materials in accordance with students’ learning demands, the Apriori algorithm is introduced to address the university network teaching platform’s lack of adequate planning and organisation. After that, the flipped classroom teaching mode is introduced into the online teaching platform for empirical research. According to the trial findings, more than 90.22 % of the students had improved their study habits. The network teaching platform proposed by the research institute can stimulate college students’ learning interest and improve their learning ability to a certain extent.

Understanding the impact of national learning camps: Teacher volunteers experiences, teaching methods, challenges, and student learning outcomes

This study presents a comprehensive analysis of thematic data from the National Learning Camp, aiming to discern pivotal aspects related to teacher volunteers' experiences, the effectiveness of teaching methodologies employed, challenges encountered, and the consequent effect on student academic achievement. Thirty-seven (37) teacher volunteers participated in the said camp, one hundred seventy-two (172) learner participants joined, and thirty (30) were respondents. This study uses five thematic analyses; distinct camp dimensions were explored and evaluated. It delved into the experiences of teacher volunteers, revealing an overall positive sentiment but also highlighted dissatisfaction concerning the learning environment and aspects of content delivery. That focused on the efficacy of collaborative teaching methods, showcasing positive impacts on various student learning domains. However, discrepancies emerged in perceptions about the extent of improvement, suggesting areas for further development in future iterations. Centered on learning engagement, highlighting the effectiveness of specific teaching methodologies, such as group discussions and hands-on exercises, while acknowledging the need for refinement and diversification of approaches to enhance participant satisfaction. They outlined the spectrum of challenges faced during the camp, encompassing logistical issues, collaboration difficulties, and concerns about content relevance. Varying perceptions among participants reflected diverse experiences. This demonstrated the National Learning Camp's predominantly positive influence on students' learning outcomes, although divergent views emerged regarding the extent of improvement, especially in critical thinking skills. In conclusion, while the National Learning Camp exhibited numerous positive impacts and experiences, it also revealed dissatisfaction, diverse perceptions, and challenges educators and students face. Addressing these concerns and refining educational approaches will be pivotal in enhancing the overall positive impact and effectiveness of similar educational programs for all involved participants.

Collaborative Teaching a Pre-requisite of Effective Learning

A teaching strategy known as collaborative teaching involves groups of students cooperating to solve a problem, finish a task, or produce a product. The 21st century is seeing an increase in collaborative activities including teaching, learning, thinking, and working. For the majority of pupils, cooperation in education is the most effective way to promote instructional initiatives.The role of teachers who employ collaborative learning strategies has changed. In a collaborative atmosphere, teachers operate as experts who build academic programmes for students, as instructors or mentors, particularly in the emergent learning process, rather than as experts who transfer information to the students.

Kultura organizacyjna a kultura włączająca szkoły – w poszukiwaniu optymalnego modelu

Is contemporary school and its current organizational culture ready to implement the idea of an inclusive education? This is the question that we attempt to answer by examining the organizational culture of one of the schools in Gdansk, which has been an inclusive institution for over 26 years. In this article we suggest that, in order to promote the idea of “a school for everyone”, the changes are necessary in the multidimensional structure of Polish schools, particularly in the school culture. Our research on this issue leaves no illusions about the unfavourable perspective of the inclusivity promoted by the functioning school. Therefore, the mentioned change in this area seems obvious. In order not to become merely an external facade of transformation, the inclusive model of education should mobilize all of the participants of the educational process to a real change in thinking about education, to pedagogical collaboration and open participation within the frameworks of an inclusive culture.

Study of Level Learning and Satisfaction with the Cooperative Learning Method and Active Engagement of Students in the Course Subjects Interpretation of the Holy Quran

Introduction:Common teaching methods such as lectures for learning theoretical courses are not effective according to studies, and it is necessary to use methods to engage students and take responsibility for learning. The aim of this study was to determine and compare the level of learning and satisfaction of students with the collaborative teaching method and active engagement of students in the course subjects Interpretation of the Holy Quran in Hamadn university of medical sciences. Methods:This study was semi-experimental (before-after). The intervention was carried out for the theoretical course unit "subjects Interpretation of the Holy Quran" in Hamadan University of Medical Sciences. The sample size consist of 90 students from the faculties and randomly divided into two equal groups. According to the course plan, the common method (lecture) was used in the control group, and the cooperative learning method was used in the intervention group. The educational content and designed slides, the instructor and the number of sessions were the same for both groups. The study tool included two questionnaires, one measuring the level of learning with 15 MCQ and measuring the level of satisfaction of students from the course with 17 items. A pre-test and post-test were held for both groups. The data were analyzed using descriptive statistical tests (frequency and percentage) and analytical (independent t-test and one-sample t-test) with STATA statistical software. Results: The level of learning in the intervention group was significantly 4.53 units higher than the common method (p<0.05). The mean and standard deviation of satisfaction was 3.69 ± 0.33 (of 5 score). The level of students' satisfaction in the areas of course content, presented assignments, and produced content was 74.03, 38.88, and 88.46 percent, respectively. The highest satisfaction average was related to the produced content area and this difference from the overall average was statistically significant (p<0.05) Conclusion: Considering the increase in learning and satisfaction of students in the collaborative teaching method and active engagement, it is recommended to use this method as one of the complementary methods to provide theoretical lessons to professors.

CoTea: Collaborative teaching for low-resource named entity recognition with a divide-and-conquer strategy

Low-resource named entity recognition (NER) aims to identify entity mentions when training data is scarce. Recent approaches resort to distant data with manual dictionaries for improvement, but such dictionaries are not always available for the target domain and have limited coverage of entities, which may introduce noise. In this paper, we propose a novel Collaborative Teaching (CoTea) framework for low-resource NER with a few supporting labeled examples, which can automatically augment training data and reduce label noise. Specifically, CoTea utilizes the entities in the supporting labeled examples to retrieve entity-related unlabeled data heuristically and then generates accurate distant labels with a novel mining-refining iterative mechanism. For optimizing distant labels, the mechanism mines potential entities from non-entity tokens with a recognition teacher and then refines entity labels with another prompt-based discrimination teacher in a divide-and-conquer manner. Experimental results on two benchmark datasets demonstrate that CoTea outperforms state-of-the-art baselines in low-resource settings and achieves 85% and 65% performance levels of the best high-resource baseline methods by merely utilizing about 2% of labeled data.

Inclusive Education Practices for Students with Diverse Needs

Inclusive education is a fundamental aspect of creating equitable learning environments where all students, regardless of their abilities or backgrounds, have the opportunity to succeed. This paper explores inclusive education practices aimed at meeting the diverse needs of students in the classroom. It examines strategies for promoting accessibility, supporting individualized learning, and fostering a culture of acceptance and belonging. its importance in promoting educational equity and social justice. It then discusses various approaches and practices for implementing inclusive education, including Universal Design for Learning (UDL), differentiated instruction, and collaborative teaching models. the role of educators, school leaders, and support staff in creating inclusive classrooms. It emphasizes the importance of fostering positive teacher-student relationships, providing targeted support and accommodations, and promoting collaboration among stakeholders to meet the needs of all learners.

Research on the Evaluation Model of Students' Foreign Language Learning Situation based on Oriented Online Teaching Collaboration Platform

Internet + Education makes online teaching gradually penetrate the education industry, and makes the industry enter a great revolution based on information technology. The traditional student learning evaluation system cannot satisfy the actual demand of current learning evaluation. This paper constructs an evaluation model for the foreign language learning of online students. Firstly, the DBSCAN algorithm with distance optimization is used to conduct cluster analysis on the description indicators of student behavior, and the student groups with different behavior characteristics are obtained. Then the ANOVA F-test was used to extract the features of different student groups. Finally, a novel N-Adaboost algorithm based on multiple classifiers is proposed and a model is constructed to evaluate students’ foreign language learning. The experimental results show that the accuracy of the evaluation model is 74.02% in the pass and fail groups and 73.74% in the excellent and non-excellent groups. Students’ listening, speaking, and reading abilities are in a state of upward development overall through the online teaching collaboration platform, but their writing ability is obviously declining. There is a great improvement in foreign language vocabulary. This study provides a new perspective of thinking for the improvement of the quality of school teaching management, the analysis of students’ behavior, and the evaluation of learning situations, and provides a new solution for the problem of students’ learning situations in modern information teaching.

P18 You can’t prescribe what you don’t have: the limitations of addressing the management of symptomatic sexually transmitted infections in a rural Zambian health post

Abstract Background Management of sexually transmitted infections (STIs) remains a significant global issue, with more than one million cases acquired each day worldwide.1 Growing antimicrobial resistance poses a significant threat to addressing this global burden of disease. While STIs are a recognized public health problem in Zambia,2 resistance remains largely an unknown entity.3 This is particularly true of rural areas where there is no local resistance data available and very few microbiology labs. In this setting, the WHO syndromic approach to STI management is recommended.4 Objectives To reduce inappropriate antimicrobial prescribing for genital presentations in a rural health post in Zambia by the provision of educational resources and collaborative teaching based on the WHO syndromic approach to STIs. Volunteers for a non-governmental organization designed and implemented a clinical audit to improve diagnosis and management of genital symptoms in a rural Zambian health post as part of an ongoing antimicrobial stewardship programme.5 Methods Antibiotic use was measured at two intervals over a 1 year period (April to June 2022 and January to March 2023). Patient records were reviewed against an inclusion criterion of a relevant genitourinary diagnosis. The data was analysed for diagnostic accuracy and for the appropriateness of antimicrobial prescribing using the appropriate prescribing ratio (APR).6,7 National guidelines and WHO recommended alternatives were used as the standard. Data collection and analysis was approved by the Zambian Ministry of Health. The WHO granted permission to use and adapt its materials (ID:202300108). The intervention consisted of collaborative teaching structured around the implementation of simple flow charts based on the WHO syndromic approach and national Zambian guidelines. One-to-one mentoring was delivered over a period of three weeks. Results The proportion of plausible differentials increased from 52.5% (n=40) to 80.5% (n=41). APR increased from 5% to 9.8%. The proportion of inadequate and unnecessary prescriptions reduced, falling from 85% to 73.2% and 10% to 2.4%, respectively. Suboptimal prescriptions increased, rising from 0% to 14.6%. Conclusions This audit supports the use of guidelines and education based around the WHO syndromic approach to improve the diagnosis of genital infections in low resource settings. The limited improvement in prescribing was most likely influenced by the severe antibiotic shortages reported by local healthcare workers.5 This highlights the significance of addressing supply chains and ordering processes, particularly to rural areas. It is likely that improvements in appropriate prescribing rates will depend on parallel improvements in local antimicrobial availability. No educational intervention can overcome an empty drug cupboard, but education can be used to conserve the limited stock through more selective use. Improved access to either laboratories or point of care testing would make the decision to prescribe easier. However, in their absence, increasing adherence to the WHO syndromic approach has the potential to limit unnecessary prescriptions in low-resource rural settings, improving resource conservation and antimicrobial stewardship.

Exploring the Impact of Lesson Study as a Collaborative Teaching Strategy in Higher Education

Lesson study is a class-based & collaborative continuous teacher professional development strategy to optimize student learning services. The aim of this study was to determine the impact of lesson study on improving the quality of learning in higher education. This research is a mix method research, which was conducted for one semester. Learning is carried out in a hybrid way in the odd semester of the 2021/2022 academic year in six plant physiology classes using Problem-based Learning (PBL). The research subjects consisted of biology education students and undergraduate biology students at the Universitas Negeri Malang. The research instruments include chapter design, lesson design, lesson plans, lesson study observation sheets, essay tests on cognitive learning outcomes. Lesson study is carried out in three stages, namely plan, do, and see. The results showed that the learning designed and implemented with lesson study showed an improvement in each meeting. Improvements in learning can occur because educators and observers reflect on learning activities.

Reflections on Our Journeys to Foregrounding Students’ Experiences Through Literature in a Pre-Service Teacher Education Programme

ABSTRACT In this essay, four teacher educators explore their journeys towards foregrounding students’ lived experiences when teaching literature. Data about our teaching of literature in different contexts were generated through our personal reflective narratives and ensuing dialogic critical friend conversations. Inductive thematic analysis of the narratives revealed that in spite of our diverse initial teaching contexts and trajectories, we initially all taught in much the same teacher-centred way. We also came to the realisation, however, that over the years our informal conversations had played a role in our teaching, allowing us to move beyond our educations. Collaborative teaching relationships developed out of incidental corridor conversations and these have been instrumental in reshaping our teaching of literature, enabling us to make literary texts relevant to societal issues and the lived experiences of our students.

Collaborative teaching among ultrasonographers, anesthesiologists, and vascular surgeons: its unique role in specialty training for vascular surgeons in developing countries.

This study explored the unique role of collaborative teaching among ultrasonographers, anesthesiologists, and vascular surgeons in the training of vascular surgeons in developing countries. Using qualitative research methods, data were collected through in-depth interviews and observations to analyze the improvement in ultrasound operational skills and basic anesthesia skills among trainees, as well as their satisfaction with collaborative teaching. The results indicate that collaborative teaching significantly enhances trainees' professional skills and interdisciplinary collaboration abilities, gaining widespread recognition from trainees. This teaching model provides trainees with a comprehensive learning experience through interdisciplinary cooperation, hands-on practice, contributing to the cultivation of vascular surgeons with comprehensive qualities and professional competencies. This study offers new ideas and methods for the training of vascular surgeons in developing countries, holding significant implications for the development of medical education.

The Devising Approach in Student Training

With the changes brought by the new millennium, educational institutions have been given a " social calling" to prepare young people for the challenges of the 21st century, developing their skills of creative individuals and helping them to continually self-develop and be active agents in their own lives and social expectations towards themselves. Social expectations in the 21st century are high for all professions and the people who perform them. This also applies to creators of works of art, such as theater productions and films. They are creators in the classical sense of the word. Their construction and improvement as such creators is possible as a result of a creative process, the basis of which are the dialogue and cooperation between the participants, characteristic of the very popular today in Bulgaria "pedagogy of cooperation" (also called "collaborative pedagogy") and "collaborative (devising) theater”. The purpose of the article is to show possible projections of the collaborative approach, more specifically, the devising approach in student training. The realization of this goal goes through the presentation of the specific features of the approach laid down in the foundations of the pedagogy of cooperation and devising theater, and the outline of the parameters and conditions for its effective application in the training of students - future actors and theater or cinema directors, as well as in the training of specialists in other humanities majors.

Research on the Application of Multidimensional Collaborative Landscape Design Course Teaching in Revolutionary Historical and Cultural Landscape Design--Taking Zhuhai as an Example

Abstract This study explores a multidimensional collaborative landscape design course, detailing its unique collaborative teaching framework within the context of Zhuhai’s transformative historical and cultural landscape. It employs a comprehensive set of metrics, including teaching objectives and methodologies, to assess the course’s effectiveness. The relevance of variations among elements was evaluated through statistical analyses, including T-tests, F-tests, and correlation studies. Further, the study examined participant satisfaction, visual appeal, and aesthetic impact of the “red cultural” landscape design. Results indicated that the average teaching evaluation scores surpassed 4 points, and satisfaction levels with the red cultural landscape design approached 80%, reflecting a beneficial influence on educational outcomes. This research contributes novel insights to the development of landscape evaluation systems in cultural tourism settings and offers theoretical advancements for implementing multidimensional collaborative teaching strategies in landscape design.

New Teaching Approaches to Art and Design Education in the Digital Age

In the era of the digital economy, the continuous development of digital technology has had profound effects across various industries. The 20th National Congress report of the Party also emphasizes the need to “promote digitalization in education.” This paper aims to explore new approaches to teaching design in the context of digitization, addressing the needs and challenges of modern society. Starting from the issues encountered in the professional teaching process, it analyzes students’ psychology, the trends in different specialized directions, and industry demands such as visual communication design, product design, environmental design, and digital media art. Leveraging digital empowerment, the paper proposes several innovative teaching approaches, including interdisciplinary teaching, project-driven teaching, integrated teaching, and collaborative teaching. The exploration of these teaching design strategies aims to break down disciplinary barriers, providing a broader space for the art and design discipline. The goal is to cultivate professionals better suited to the demands of social development, contributing to the field of education.