Collaborative Teaching Research Articles

Interdisciplinary problem-based learning model for standardized dental residency training: from theory to practice in dental trauma management

ObjectiveEnhancing clinical skills and quality of dental residents is critical for standardized training. Conventional standardized training falls short in exposing residents to diverse scenarios and fostering interdisciplinary collaboration, essential for dental trauma management. To address these issues, West China Hospital of Stomatology, Sichuan University introduced an interdisciplinary problem-based learning (IPBL) model to improve residents’ professional quality and practical abilities.MethodsBased on the specific needs of dental residents, the hospital established a PBL framework supported by an interdisciplinary collaborative teaching team with a focus on dental trauma diagnosis and treatment. A comprehensive assessment followed the IPBL course, which informed subsequent course modifications. In a preliminary study, 134 students voluntarily chose whether to participate in the program. At the end of the study, the scores of both groups were compared.Primary resultsThe IPBL model significantly improved the professional ability of dental residents in the diagnosis and treatment of dental trauma, and obtained positive evaluations from residents and mentors. For the quantitative analysis, the Wilcoxon signed-rank test showed an overall improvement in participants’ scores after completing the course.ConclusionThis teaching model provides a new way for the standardized training of dental residents, and helps to cultivate dental professionals with high professional and practical abilities.

An early-career lecturer and mentor walk into a lecture theatre . . . repeatedly: Developmental benefits of collaborative lecturing in political science

This article considers the benefits and pitfalls of an innovative approach to collaborative teaching designed to develop lecturing skills in early-career political science instructors. Using reflective interviews, we consider how collaborative lecturing guided the early – and continued – development of the lecturers who undertook the same novel exercise over several years. Lecturers require skills in the application of active learning, to encourage deep-learning, but are rarely trained on how to apply this in large scale lecturing. We observe the lasting impact collaboration had on developing lecture method practice and encouraging continuous reflection on instruction. We argue collaborative lecturing can help those who are unfamiliar with the application of active learning in lecture settings – lacking experience due to being at an early-career stage or having previously studied/taught in different educational systems – to acclimatise to systems where active learning is a fundamental expectation for teaching politics.

Teaching The Tempest, from Sixth Form to Seminar: A Study in Collaborative Pedagogy

ABSTRACT This article outlines how teaching strategies developed at Key Stage 5 can be built on in Higher Education. Focussing on act one, scene two of The Tempest, a play that is taught in both 16–19 curricula and university syllabi, we posit that collaboration between teachers and academics across successive stages of education can extend the capacity for critical reflection and close reading. Situated in the context of the current recruitment crisis in English Literature, we ultimately argue that a heightened degree of pedagogical co-operation can strengthen student experience, aid with transition, and reinforce the structural integrity of the subject.

Blurred lines of participation: nexus analytical tools for reflecting on the roles of researchers and participants in change-oriented research projects

Abstract This article discusses nexus analysis (NA) as a research strategy that provides specific tools for reflecting on the roles of researchers and participants in participatory research. While many research traditions use participatory methods and problematise what it means to participate in research, thus far the potential of nexus analytical concepts as tools to mediate such a reflection has not been discussed explicitly. In order to illustrate how NA promotes such reflections, we draw on four linguistic projects in multilingual settings that deal with (1) preservice teachers’ learning to design for language learning in hybrid environments on a university course, (2) plurilingual and collaborative teaching approaches to writing in language classrooms in secondary schools, (3) language socialisation of migrant mothers, and (4) family language policy in single-parent families. With this article, we demonstrate how the nexus analytical conceptual tools of ‘zone of identification’, ‘historical body’ and ‘interaction order’ facilitate reflection upon the researcher’s participatory engagement in various stages of the research process. We show that the lines between the roles of researchers and participants are blurry, in particular in research projects that focus on introducing social change. Additionally, we highlight the importance of reflecting on power relations between researchers and participants and how control over project direction and decisions can impact the representation and involvement of community members.

Study on the implementation of the CAL (Coding as Another Language) curriculum in early childhood education

In recent years, Information and Communication Technologies (ICT) have been increasingly integrated into preschool education, enriching the learning process with valuable information and motivation while capturing young students' interest. Numerous studies emphasize the importance and impact of utilizing ICT in education, introducing new dynamics to learning experiences, particularly as children grow up surrounded by diverse digital stimuli. From an early age, they interact with applications and digital tools, especially touchscreens, building digital experiences that become essential in educational interventions. Rapid technological advancements have led to the development of a wide range of applications that enhance educational processes, significantly influencing how young children learn and process information. Games, mobile devices, interactive whiteboards, and programming applications aid in the development of critical ICT skills, logical thinking, associative reasoning, computational thinking, and programming abilities. Striking the right balance between play and learning creates a rich, stimulating environment that fosters young learners' growth in skills and abilities. Considering the European Union Council's recommendation of May 22, 2018, digital competence is one of the key skills that must be cultivated both within and beyond school throughout life. As future citizens, today's students need skills that will enable them to solve problems effectively. Our digital society demands individuals capable of responding efficiently to challenges across various social contexts. Consequently, teaching students computational thinking and programming skills has become essential. Research demonstrates that preschool children, when faced with problem-solving tasks requiring the creation of code, can develop basic programming and computational thinking skills, such as debugging and understanding sequences. Moreover, in recent years, digital applications specifically designed to teach young children fundamental programming concepts have emerged. While numerous learning environments focus on coding skills, studies on their effectiveness in fostering coding and computational thinking in preschoolers remain limited. As the number of mobile learning applications grows, it is crucial to identify those with genuine educational value, avoiding those marketed as educational without substantive merit. This study describes an educational intervention based on experiential and collaborative teaching principles. The research aims to demonstrate that through the use of the CAL (Coding as Another Language) approach within the ScratchJr programming environment, significant programming and computational thinking skills can be cultivated in a conventional Greek preschool classroom. The teacher and researcher are the same individual, ensuring direct involvement in the educational process.

Putting It Together

This article demonstrates how collaborative teaching in the field of musical theatre has served as a platform for uncovering the research methodology of artography. This methodology explores the intricate entanglement of the roles of artist, researcher, and teacher. The reorganization of a new curriculum and collaborative teaching among a group of teachers at the bachelor program in musical theatre at Kristiania University College forms the basis of our reflections. We, the two authors, were involved in this process. We connect these experiences to theories of artography and collaborative teaching. We argue that our multidisciplinary artographic awareness relied on certain conditions of growth within the teacher group. These growth conditions include: 1) a culture of sharing pedagogy among colleagues, 2) working beyond an individual’s level of comfort through co-teaching and 3) reevaluating teaching habits. Cover photo: Johanne Karen Hagen

A collaborative approach to advancing research and training in Public Health Data Science-challenges, opportunities, and lessons learnt.

The unprecedented availability of increasingly complex, voluminous, and multi-dimensional data as well as the emergence of data science as an evolving field provide ideal opportunities to address the multi-faceted public health challenges faced by low and middle income countries (LMIC), especially those in sub-Saharan Africa. However, there is a severe lack of well-trained data scientists and home-grown educational programs to enable context-specific training. The lack of human capacity and resources for public health data analysis as well as the dire need to use modern technology for better understanding and possible intervention cannot be dealt with currently available educational programs and computing infrastructure, demanding a great deal of collaboration and investments within Africa and with the Global North This paper describes processes undertaken to establish sustainable research training programs and to train a new generation of data scientists with knowledge, mentoring, professional skills, and research immersion. The goal is to position them for rigorous, biomedically grounded and ethically conscious Public Health Data Science practice with a focus on Ethiopia and Kenya. The programs are realized through partnership among Columbia University (CU, USA), Addis Ababa University (AAU, Ethiopia), and the University of Nairobi (UoN, Kenya). In this paper, we describe the collaborative project named "Advancing Public Health Research in Eastern Africa through Data Science Training (APHREA-DST)" delving on its conceptualization, implementation framework and activities undertaken. We adopted both qualitative and quantitative approaches to understand the needs of the stakeholders for such educational and training programs. Through harmonized online surveys and stakeholder engagements via focus group discussions in Ethiopia and Kenya, a curriculum was developed for a masters degree program in Public Health Data Science (PHDS). Moreover, the engagement with local projects in both countries as well as active collaboration with other data science related projects in Africa under DSI-Africa consortium benefited the project to start the M. Sc. program successfully. So far, the launching of the graduate program in both countries and the two-cycle experience sharing program done at Columbia University as well as the numerous MoUs signed between partners for data sharing and internships are the major successes of the project. In this paper, we discuss in detail the challenges faced as well as the existing opportunities and lessons learnt this far in implementing this tripartite collaborative teaching and research project.

Every bit of language we accrue throughout life matters-Multilingual education

Monolingual ideologies remain alive in mainstream education, though the amount of evidence pointing to the benefits of multilingualism is increasing. Against this background, this paper aims to explore the importance of multilingual practices in multilingual classrooms, teacher input in enhancing multilingual practices in classrooms and assessment in multilingual classrooms. A systematic review of the literature was done to gather data. The findings revealed that the use of dominant national languages and/or colonial languages does not sufficiently account for the multilingual nature of the learners in the classrooms and their respective communities. Teachers need to allow any references to languages by their learners of which they have only basic knowledge or no knowledge at all. One way is to leave the role of expert to learners with home languages while taking on the role of learners of new languages. Also, in linguistically and culturally diverse classrooms, unintended bias in any assessment aspect can negatively affect learners whose home language is not the language of assessment. The study recommends that policymakers should establish official guidelines on interpreting competence aims for multilingual education, ensuring clarity and consistency across schools. Teachers should adopt collaborative teaching strategies that encourage learners to use their home languages in classroom activities. Partnerships between researchers and educators are essential for evaluating the effectiveness of multilingual pedagogies and refining teaching approaches. Assessment practices should be adapted to reflect learners’ diverse linguistic backgrounds, ensuring fair and valid evaluations of their competencies. Teacher training programmes should include modules on multilingual education, equipping educators with the necessary tools to manage linguistically diverse classrooms.

Mathematically Intelligent Human-Computer Collaborative Teaching: Opportunities, Challenges and Countermeasures

Mathematically Intelligent Human-Computer Collaborative Teaching: Opportunities, Challenges and Countermeasures

THE IMPACT OF TEAM TEACHING ON STUDENT ACHIEVEMENT AND PERCEPTIONS IN AVIATION VOCATIONAL SCHOOLS

This research highlights the significance of collaborative teaching in addressing the diverse learning challenges faced by cadets, as statistical analysis indicates that team teaching strategies can significantly enhance English learning outcomes compared to traditional methods, thus supporting the educational rights of all students. The research aims to investigate the differences in academic performance between students taught using team-teaching strategies and traditional teaching methods in vocational aviation schools, employing a quantitative ex post facto comparative analysis to measure the impact of these teaching strategies on English learning outcomes, supported by statistical data from Polytechnic Penerbangan Surabaya and Polytechnic Penerbangan Medan. Our findings indicate a statistically significant difference in academic performance, with team teaching students achieving higher average scores (M = 85.4, SD = 3.2) compared to traditional teaching students (M = 78.6, SD = 4.1), p < 0.05. The collaborative nature of team teaching promotes professional development among educators, leading to improved instructional strategies and teaching quality. Educators are encouraged to adopt team teaching strategies to enhance student engagement and learning outcomes, as evidence demonstrates their effectiveness in fostering a more inclusive and supportive educational environment.

Recognition of Effective Co-Teaching Practices by Interdisciplinary Pre-Service Candidates

This study investigates the degree to which pre-service interdisciplinary groups of undergraduate education candidates recognize co-teaching skills and behaviors in practice. With the increasing emphasis on collaborative teaching models in contemporary educational settings, understanding how future educators perceive and identify effective co-teaching practices is crucial for enhancing educational preparation programs (EPPs). Using a mixed-methods approach, this study analyzed consensus ratings from an interdisciplinary assignment that asked candidates to work collaboratively while identifying best practices in co-teaching across example and non-example videos. Both quantitative and qualitative data were collected using student ratings and videos of group discussion for consensus scoring. Quantitative data were collected using consensus ratings for each indicator on the observation checklist. Qualitative data derived from video transcripts of the consensus rating sessions illuminated the process each group used and reasons each group provided for consensus ratings. The findings reveal varying degrees of recognition and understanding of co-teaching skills, highlighting both strengths and areas for improvement in the candidates’ ability to identify and apply these practices. This study provides valuable insights into the preparedness of pre-service educators for collaborative teaching environments and offers recommendations for integrating co-teaching competencies more effectively into EPPs.

Collaborative reflection practice among artists, museum educators, and school teachers in art museum settings

ABSTRACT reflective practice is widely used by scholars in the field of education to explore teachers’ belief behind teaching. Reflective practices mainly focus on individual or peers’ reflection, in particular to the reflection between school teachers. However, reflective practice across different roles outside the classroom is sparse. This article examines the reflective practices of two groups of participants, each comprising three different roles: artists, museum educators, and primary school teachers. This study employs video reflection to assist the practitioners in reflecting on their collaborative teaching in two different art museums. The practitioners are guided to reflect on their beliefs behind teaching, their teaching pedagogies, and theories behind their teaching methods through different levels in terms of descriptive reflection, conceptual reflection, and critical reflection. The findings indicate that collaborative reflection among the three roles could potentially impact a change from teacher-led teaching to student-centered learning and disrupt the structured teaching pattern. This study contributes to the understanding of reflective practice across multiple roles and offers implications for enhancing teaching practices in art education.

The Impact of Chat GPT On the Role Transformation of Chinese Public Junior High School Teachers

The use of Chat GPT in the classroom has been receiving widespread attention, but research on its impact on the role transformation of middle school teachers is still lacking. This paper analyses the challenges that the application of Chat GPT poses to teachers and classroom teaching in Chinese public junior high schools. The analysis concludes that the application of Chat GPT will challenge the teacher's subject position as a single lecturer, the traditional knowledge system, and the classroom teaching model. Students' information literacy will also affect the consequences of the use of Chat GPT in the classroom. Based on these findings, this paper proposes the following suggestions: teachers should be transformed from traditional single-classroom instructors, skilled laborers, and professional knowledge transmitters into leaders of human-computer collaborative teaching, explorers of innovative classrooms, and leaders of information literacy. In this way, teachers in public junior high schools could find themselves still important to students in the classroom.

Chapter 1: Collaborative teaching in classrooms

Chapter 1, titled "Collaborative Teaching in Classrooms", presents the concept of collaborative teaching, where multiple educators combine their expertise to create inclusive, interdisciplinary, and holistic learning environments. This approach leverages diverse teaching styles to meet varied classroom needs, fostering inclusivity and supporting intellectual, emotional, and social development among students. Collaborative teaching draws on Vygotsky’s sociocultural theory, emphasising the role of social interaction in cognitive growth. The chapter covers key benefits, such as increased student engagement, professional development for teachers, and enhanced diversity and inclusion. It also addresses challenges such as planning complexities, resource constraints, and potential misalignment between co-teachers. Additionally, it provides guidance on preparing collaborative classrooms, effective techniques, and strategies to avoid common pitfalls. Real-world case studies illustrate the practical application and impact of collaborative teaching across different subjects, underscoring its adaptability and effectiveness in modern classrooms.

Braiding Sámi Diversity and Sámi Pedagogy into Early Childhood Teacher Education: An Example from Norway

The framework plan for kindergartens in Norway emphasizes knowledge of Indigenous Sámi culture among the core values of pedagogical practice. Preservice students in early childhood teacher education (ECTE) are thus obliged to learn about Sámi culture. We explored and developed collaborative teaching interventions for Sámi topics. We aimed to “braid” Sámi diversity into our teaching and make the lessons explorative, practical, and student-active, in line with the basics of Sámi pedagogy. The teaching emphasized how Sámi people were historically connected to the land through sustainable livelihoods and respect for natural resources. We developed the teaching interventions through action-based research in three cycles (2022–2024). Our primary material consisted of students’ responses to online surveys and group interviews. The findings show that students gained a broader understanding of diversity within Sámi culture after the interventions. They reported greater interest and better learning outcomes, especially from the active and practical lessons. The Sámi teaching content, structure, and methods explored in this study may be relevant to other ECTE or other teacher education programs, especially those related to teaching Indigenous topics to majority populations.

INFLUENCE OF TEACHER COLLABORATION ON THE LEARNERS ACADEMIC ACHIEVEMENT IN CHEMISTRY IN PUBLIC DAY ORDINARY LEVEL SECONDARY SCHOOLS IN RWANDA A CASE OF RUHANGO DISTRICT

Teachers are the key actors in guaranteeing effective teaching and learning processes. This study examined the influence of teacher collaboration on learners academic achievement in chemistry in public day ordinary secondary schools in Rwanda, Ruhango District. The specific objectives were: to determine the influence of peer coaching among teachers on learners academic achievement in chemistry, to determine the influence of team teaching on learners academic achievement in chemistry, and to determine the influence of professional dialogues among teachers on learners academic achievement in chemistry. The study will be important for the government, education policymakers, school managers, and development partners in education, among others. The study adopted a cross-sectional survey design and targeted 936 individuals including 57 headteachers, 57 deputy headteachers, and 822 teachers from selected schools in Ruhango district. A sample size of 281 respondents was selected using simple random sampling to choose teachers. Headteachers and deputy headteachers were selected using purposive sampling. Data was collected using questionnaires for teachers and interviews for headteachers and deputy headteachers. The collected data were edited, coded, and entered into IBM SPSS Version 26 for analysis. Descriptive statistical tools such as mean, frequency, and percentages were computed while inferential statistics involved correlation analysis. Pearson correlation coefficient and beta coefficients were calculated. The findings were presented in tables. The research findings proved that teacher collaboration affects learners achievement in chemistry. The research findings show teachers engage in team teaching (55.9%), peer coaching (54.4%), and professional dialogue (50.7%). Respondents notably confirmed that students performance in chemistry had improved in chemistry assessments due to collaborative teaching strategies (52.4). Findings confirm a strong positive correlation ranging from 0.77 to 0.846 between teacher collaboration and learners achievement in Chemistry. This suggests that as teachers collaborate more effectively through methods like team teaching, peer coaching, and professional dialogue, students academic performance in Chemistry improves significantly. Therefore, the researcher concludes that structured and frequent collaboration among teachers is a key factor in boosting student achievement in science subjects. Schools that prioritize teacher collaboration can expect better syllabus coverage, improved student engagement, and higher completion rates in Chemistry. In light of these findings, regular, targeted workshops, seminars, and peer coaching sessions should be organized to provide teachers with both the theoretical knowledge and practical skills necessary for effective collaboration. Such professional development activities would allow teachers to exchange best practices, develop new teaching strategies, and support each other in creating a more engaging learning environment for students. Further research could be done on the effect of teacher collaboration on learner Engagement, longitudinal study on the impact of teacher collaboration on learners Achievement in secondary schools, and the role of teacher collaboration in enhancing learners achievement across different subjects in secondary education.

Investigating Student Performance, Course Completion, and Student Perceptions in the Blended-Flipped Teaching (BFT) Model with Collaborative Teaching Teams (CTT) in Large-Sized College Chemistry Classrooms

Investigating Student Performance, Course Completion, and Student Perceptions in the Blended-Flipped Teaching (BFT) Model with Collaborative Teaching Teams (CTT) in Large-Sized College Chemistry Classrooms

Preparing health students for climate change: the impact of an innovative ‘Plan Health Faire’ course

Abstract Introduction Recent studies highlighted the need for climate change (CC) training in universities, especially for health students. In France, a collaborative teaching program, “Plan Health Faire” (PHF), addresses this need. This study aimed to assess PHF’s impact on health students’ reactions, knowledge, and behaviour. Methods A cross-sectional study was carried out among all second-year health students enrolled in Medicine, Pharmacy, Odontology, and Maieutics at the University of Poitiers in September 2022. During a mandatory seminar, all students took part in the innovative and scientific PHF teaching program which aims to raise awareness of the challenges of CC as applied to healthcare. Two structured questionnaires based on the Kirkpatrick evaluation model were administered before and after the course. Using a comparative statistical analysis, the changes in students’ knowledge were assessed. Results In all, 294 students took part in the study, and 97.4% were satisfied or very satisfied with PHF. An average score of 8.6/10 was given to the collaborative dynamics of the training. In terms of changes in their level of knowledge and their perception of these changes, 98.3% of students felt that they had learned new knowledge about CC and healthcare. A comparative analysis of the answers to the knowledge questions showed that students’ level of knowledge is indeed significantly higher at the end of the course (p<0.0001). Finally, 94% of students expressed their probable or certain intention to integrate these issues into their future professional practice. Conclusions These results indicate that the PHF training program has a significant impact on health students, particularly in terms of satisfaction and knowledge. PHF could be an interesting way to teach health students about the challenges of CC in healthcare. PHF is currently tested in other French Universities and health care facilities. Key messages • Plan Health Faire is an innovative and collaborative educational program aimed at raising awareness among healthcare stakeholders about the challenges of climate change. • Plan Health Faire is an effective program for raising awareness among health students about climate change and is also an interesting lever for integrating climate change into their future practice.

Increasing teacher confidence in using universal design for learning to support students’ developmental skills through teacher education at tier 1

ABSTRACT Children’s participation and success within the school environment are dependent on developmental and school readiness skills that extend beyond academic skills, including motor, visual, visual motor integration, social, and self-regulation skills. Students enter kindergarten with a varying range of school readiness skills and developmental needs, while teachers may lack the time, support, or ability to address them. A pre-test/posttest design was used to deliver a Universal Design for Learning approach to teacher education on motor, visual, visual motor integration, social, and self-regulation skill development to 12 kindergarten and first-grade teachers using an occupational therapist-teacher collaborative teaching model. Additionally, this approach facilitated opportunities for teachers to integrate skill development within their classrooms. An author-generated survey was used to capture teachers’ self-reported confidence and knowledge of skill development. Comparing pre- and post-survey scores, using the Wilcoxon Rank Test, indicates that the method used in this study has a statistically significant effect in increasing teachers’ knowledge of developmental skills and confidence in providing classroom interventions to support student participation. These results support Universal Design for Learning’s effectiveness in supporting children’s developmental skills through occupational therapist-teacher education.

The Role of Religious Education in Dealing with the Issue of Radicalization among Students

Radicalization has become a serious threat in the world of education, especially among students who are in the developing stage of self-identity search, where curiosity and emotional instability make them vulnerable to the influence of radical ideology. Religious education, in this context, plays a central role in shaping students' character by instilling values of moderation, tolerance, and respect for diversity. This study aims to explore the role of religious education in preventing radicalization, using a descriptive qualitative method with data collection techniques through in-depth observation and interviews involving teachers, students, principals, and parents. The focus of the research is on the implementation of religious moderation values in schools as an effort to build students' critical attitudes towards extremist ideologies. The results of the study show that inclusive, interactive, and collaborative teaching approaches in religious education, both in the classroom and by involving the external community, play an important role in fostering tolerant characters and being able to reject radical narratives. The study highlights the importance of collaboration between schools and families, as well as the need for digital literacy education to strengthen students' resilience to exposure to extremist content on social media. The implications of this study include the need to integrate materials relevant to actual issues in the religious education curriculum, as well as the development of community-based educational programs that involve families and communities as additional bulwarks of protection for students.