Team Teaching Research Articles

From Clinician to Commissioner

The need to develop a workforce who can deliver on the purpose of enhancing equity of access to primary care has been identified by one of the 31 Primary Health Networks (PHN) established by the Australian Government in 2015. Over almost a decade, Hunter New England and Central Coast PHN has been undertaking assessments of its organisational capability to commission primary care services for the local community. The outcome of these assessments and of a training needs analysis for team members engaged in commissioning has lead to the development of a training program which is growing in sophistication. This has lead to the development of a Primary Care Commissioning Development Centre, which coordinates education and training for PHN teams, service providers and primary care clinicians in many aspects of the commissioning of primary care.

Research on Reform and Innovation of Training Mode of Civil and Hydraulic Engineering Graduate Students under the Background of “Dual Carbon” Goals

As an important part of the overall layout of ecological civilization construction, carbon peaking and carbon neutrality provide strategic opportunities for low-carbon energy transformation and innovative development of higher education. Based on the training of civil and water conservancy professional postgraduate students, this paper builds an interdisciplinary teaching system centering on the concept of “dual carbon”, and explores the relationship between energy transformation and energy conservation and emission reduction, engineering technology and green development, practical cases and analysis and other course systems through the establishment of a composite innovative teaching team of civil and water conservancy and innovative personnel training mode. In order to achieve the “dual carbon” goals of the society, this paper puts forward the model of university-enterprise cooperation and the integration of science, production and education.

Exploration of the Education Model of Ideological and Political Course Teachers and Counselors in Private Universities

The two teams of ideological and political course teachers and full-time counselors in universities are the backbone forces in implementing the task of "cultivating virtue and talent". They have the closest relationship with college students and have the most profound impact on their growth and development. In order to better implement the goal of "educating all students" and address the issues of weak collaboration awareness, inadequate management mechanisms, and lack of institutional measures between these two teams, Guangzhou Nanyang Technological Vocational College, as a private university, has launched a new attempt to have ideological and political course teachers serve as counselors. This not only maximizes the utilization of limited resources, but also enables seamless integration between counselors and students outside of class. In practice, three strategies have been condensed for ideological and political education teachers in private universities to serve as counselors: establishing the concept of educating all staff and promoting the integration of the two teams; Establish organizational management mechanisms and strengthen collaborative education work; Build a teacher training platform to assist part-time counselors in their growth.

Teacher collaboration: how conditions of accountability shape teachers’ autonomy, responsibilities, and relationships

ABSTRACT This paper examines the dynamic relationship between accountability and autonomy by focusing on how a mandated curriculum framework in Victoria (Australia) has structured teachers’ daily practice and decisions. The Victorian Curriculum Planning and Reporting Guidelines require that teachers use a team approach to covering curriculum, and teachers must co-plan and teach in the ways determined by the team. An analysis of policy documents and teacher interviews shows how the curriculum mandate shapes how autonomy, discretion, and expertise can be exercised within one school. Specifically, the paper illustrates how curriculum—when enforced as part of broader conditions of accountability—produces particular types of relationships and responsibilities that are potentially contrived, rather than organic. In doing so, autonomy (individual and collective) is also contrived and not necessarily collegial, professional, or based on organic events or connections. At the same time, the role of each teacher is defined by what the curriculum framework demands, especially when it comes to how teams of teachers work together. Ultimately, the paper argues that collaboration and autonomy must be understood as part of the policy conditions that shape them.

Teaching Reform and Practice of Linear Algebra Based on the "Three Transformations and Six Dimensions" Progressive Model

Linear Algebra serves as a crucial foundational course for economics and management majors in universities, where its abstract nature and complexity often pose challenges to student learning. To address the pain points of the course, we have proposed a "Three Transformations and Six Dimensions" Progressive model. This model integrates Linear Algebra with professional education and course education, using stratified and progressive teaching strategies to simplify teaching content, guide learning methods, and achieve effective teaching evaluation. Specific measures include reconstructing course content, building knowledge maps, integrating course ideology and politics, optimizing teaching models, strengthening practical innovation, and advancing a diversified evaluation system across six dimensions. Practice has demonstrated that this model effectively enhances teaching quality and markedly boosts students' mathematical literacy, logical thinking, and application capabilities. The questionnaires show that students have a relatively high level of satisfaction with the teaching methods, instructional tools and diversified assessment processes of this course. Statistical analysis of grades over the past three years indicates a significant increase in the proportion of students achieving excellent or good results in their final exams, along with a decrease in the failure rate. Students have been able to apply the knowledge of linear algebra in academic competitions and innovation and entrepreneurship practices, achieving remarkable success. Concurrently, the teaching outcomes are bountiful, with the course team's teachers winning the second prize in the provincial teaching innovation competition and the second prize in the provincial young teacher teaching competition. The MOOC and AI courses based on knowledge graphs have been adopted by over 600 universities in China, with more than 100,000 students using them. The demonstration and radiating promotion effects are quite good.

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.

Teatro como ferramenta de divulgação científicade um estudo etnobotânico sobre a Byrsonimacrassifolia L. kunth

This work reports the scientific dissemination of an ethnobotanical study with the species Byrsonima crassifolia (L.) Kunth, occurring in the Parque Natural Municipal de Cabedelo, PB. Amateur drama play was used as a tool, with elements of the comedy genre. At first, it was carried out referenced interviews in the neighborhood where the urban green area is located, Jardim Manguinhos. Then, the study-based play was performed in two high schools. Finally, the activity was evaluated with the target audience and education teams. In the study, seven subjects were interviewed, most of them female (85%) and mean age of 65.71 years. Knowledge of the therapeutic properties of the species of interest was limited. In the second stage, the drama play evaluation indicated that as efficient tool for the dissemination of science for formal education at the secondary level of basic education. This is because it made possible to articulate knowledge with the discipline of biology, in addition to promoting the dissemination of the specie of interest, unknown to the target audience. Thereby, scientific dissemination was viable when a playful and captivating tool was used and, thus, it could contribute to scientific literacy and improve the learning of high school students.

Exploration and Practice of Innovative and Entrepreneurial Talent Training Model in Medical Colleges under the Background of “New Medicine”

Innovation and entrepreneurship education has become one of the important directions of higher education reform, but innovation and entrepreneurship education in medical colleges generally lags behind other discipline universities or comprehensive universities. Actively exploring the training mode of innovation and entrepreneurship talents is of great significance for cultivating innovative medical talents needed by the country and society. At present, innovation and entrepreneurship education in higher medical colleges is facing many challenges, the most important of which include the lack of concept in innovation and entrepreneurship education, medical students’ weak awareness of innovation and entrepreneurship, and poor construction of innovation and entrepreneurship teaching staff. To address these challenges, we will introduce incentive measures for innovation and entrepreneurship education at the college level, and improve the guarantee and incentive mechanisms for innovation and entrepreneurship education; create an “Innovation and Entrepreneurship Education Platform” for teachers and students to exchange ideas on innovation and entrepreneurship; start building a high-quality team of innovation and entrepreneurship teachers, promote the continuous improvement of the quality of innovation and entrepreneurship education, and ensure the quality of medical talent training.

Inclusion of genital, sexual, and gender diversity in human reproductive teaching: impact on student experience and recommendations for tertiary educators.

Western societal norms have long been constrained by binary and exclusionary perspectives on matters such as infertility, contraception, sexual health, sexuality, and gender. These viewpoints have shaped research and knowledge frameworks for decades and led to an inaccurate and incomplete reproductive biology curriculum. To combat these deficiencies in reproductive systems-related education, our teaching team undertook a gradual transformation of unit content from 2018 to 2023, aiming to better reflect real diversity in human reproductive biology. This initiative involved intentional modifications, including clear use of pronoun self-identification by staff. We addressed the historical lack of representation of genital variation and helped students interrogate oversimplified reproductive biology binaries. A novel assignment was also introduced, prompting students to apply reproductive physiology knowledge to propose innovative assisted reproductive technology solutions for diverse demographics. The collective impact of these innovations had a positive effect on student learning. With improved lecture content and inclusive language, the proportion of inclusive group assignment topics chosen by students more than doubled in 2021. By 2022, coinciding with assessment topic changes, the percentage of inclusive assignments topics surpassed 50%. Further development of laboratory activities on intersex genital variation and genital modification raised further understanding of genital, sexual, gender, and cultural diversity. While implementing these changes posed challenges, pushing both staff and students out of their comfort zones at times, collaboration with relevant organizations and individuals with lived experience of queer identity proved integral. Ultimately, these relatively simple adjustments had a substantial impact on student experiences and appreciation for diversity.NEW & NOTEWORTHY We outline the teaching innovations that we have implemented to improve inclusion of diversity in reproductive biology and physiology contexts. This includes improved representation of genital, sexual, and gender diversity considerations in the curriculum. There is a critical need for these innovations as how we teach fundamentally shapes the understanding of our future medical and health professionals and researchers and thus influences the quality of future medical care and research.

Clinical Instructors Experiences with Team Working in Clinical Education: A Descriptive Qualitative Study

Introduction: The aim of the present study is to demonstrate the experience of clinical instructors on team working in clinical education as a step towards promoting learners’ professionalism in a healthy educational atmosphere. Methods: In this qualitative study, data were collected through semi-structured interviews and observation. The participants were 20 clinical instructors, 8 medical student and 5 medical working staffs in multiple Iranian medical universities. Data were analyzed using Graneheim and Lundman conventional content analysis. Results: The analysis showed three main categories. First category was "clinical education as the manifestation of team working" included "strategies to internalize team working in clinical education", "duties of instructors as the leaders of clinical education team", and "the requirements of a successful team working". The second category was "communicative skills as the heart of successful team working" included "successful team working requires good communication", "facilitators of establishing a constructive relationship between educator and students in clinical education team", "Facilitators of patient participation in clinical education as a member of education team", "preventive factors of effective relationship between clinical team members", "ethical norms in establishing rapport between learners and clinical instructors in a team" and the third category was "the outcomes of team work-based clinical education included "promoted psychological security of learners", "promoted cognitive and decision-making skills", and "increased commitment and accountability of learners". Conclusion: By empowering instructors, we can overcome individualism because values and cultures are transmitted primarily through role modeling. Educational planners must adopt goals based on teamwork so that learners feel a sense of interdependence and internalize the team spirit.

Leadership, Team Performance, and Professional Development Among Chinese College Dance Instructors

This study explores the relationship between leadership style, team performance, and professional development among college dance teachers in China. Involving 410 dance teachers, mostly aged 26 to 40 with master’s degrees and extensive teaching experience, the research highlights the crucial role of effective leadership in fostering teamwork, personal growth, and high-quality arts education. Key findings indicate that transformational leadership—marked by inspirational motivation, intellectual stimulation, and personalized consideration—is strongly linked to improved team performance and professional development. In contrast, transactional leadership shows mixed results in fostering creativity and long-term career growth, while laissez-faire leadership hampers team performance and career opportunities. Respondents emphasized the need for a balanced integration of teaching, academic research, and artistic creation for continued professional growth. The study also underscores the importance of emotional intelligence (EQ) in leadership, enhancing teaching management and team coaching. Significant differences were observed across demographics, with a positive correlation between strong leadership, team dynamics, and professional growth. The study recommends targeted training for dance teachers, adoption of transformational leadership, and comprehensive development programs to enhance team performance and individual growth, thereby improving the quality and global competitiveness of Chinese dance education

Organizational Culture, Support and Teaching Leadership Among Preschool Teachers in China: Basis for Teachers’ Development Plan

This study explores organizational culture, support, and teaching leadership of preschool teachers in China as basis of teachers’ development plan. The study adopted a descriptive research method that gathered data through a questionnaire survey which were distributed to target respondents through Question Star; imported gathered data into SPSS 22 for data analysis. The participants of this study are preschool teachers from three early childhood education institutions in three cities in China. Out of a total population of 1554, 456 samples participated in this study. The results of the study showed that most of the respondents were female with a bachelor’s degree, between the ages of 36-45, and had been teaching for more than 11 years. This study analyzes the importance of organizational culture, support mechanisms, and teaching leadership on the personal growth and teaching quality of preschool teachers. The research results show that a good organizational culture can stimulate the work enthusiasm and creativity of preschool teachers, an effective support mechanism can help improve the professional ability and teaching level of teachers, and excellent teaching leadership can lead teacher teams to work towards common goals. Based on the research results, suggestions were put forward to strengthen organizational culture construction, improve support mechanisms, and cultivate teaching leadership, in order to promote the personal growth and improvement of teaching quality of preschool teachers. This study has certain theoretical and practical significance for kindergarten education management and teacher development planning.

Pupils' challenging behaviour towards their teachers: The role of teacher team collaboration in prevention. A qualitative study

Student challenging behavior toward teachers is a common phenomenon across countries. This qualitative study, based on 28 interviews with teachers and their school principals, from nine public schools in Denmark, examined how teachers prevent challenging behavior and the role of team organization. The findings emphasize that sharing knowledge, experiences, and responsibilities within teams facilitates prevention. School principals play a key role in supporting teachers and fostering reflection on teacher-student interactions. Trust among team members is essential for effective collaboration. Strengthening team organization and collaboration offers a practical approach to managing and preventing challenging behaviors within the student-teacher dynamic in schools.

DEVELOPING A TEAM OF NATURAL SCIENCE TEACHERS IN LOWER SECONDARY SCHOOLS IN VIETNAM TO MEET THE REQUIREMENTS OF FUNDAMENTAL AND COMPREHENSIVE EDUCATIONAL REFORM

Lower secondary education plays a crucial role in shaping and developing human resources to support national growth. In practice, teachers in general, and natural science teachers in particular, represent a key human resource for the successful implementation of the general education curriculum. This study focuses on developing a team of natural science teachers in lower secondary schools through a competency-based approach, aiming to assess and propose solutions for improving teacher quality to meet the requirements of fundamental and comprehensive educational reform in Vietnam.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0797/a.php" alt="Hit counter" /></p>

Guided Inquiry Design (GID) as a Pedagogical Practice in Teaching Practical Research

This study determined the performance of grade 12 senior high school students in Practical Research using Guided Inquiry Design during the school year 2022-2023. The study utilized the quasi-experimental research design employing pretest and posttest in Practical Research 2 during the 4th quarter. The participants of this study were 55 Grade 12 students in HUMSS F for the experimental group and 51 students of in HUMSS G for the control group. Purposive sampling technique was utilized in determining the samples of the study. This study determined the performance of grade 12 senior high school students in Practical Research using Guided Inquiry Design during the school year 2022-2023. The study utilized the quasi-experimental research design employing pretest and posttest in Practical Research 2 during the 4th quarter. The participants of this study were 55 Grade 12 students in HUMSS F for the experimental group and 51 students of in HUMSS G for the control group. Purposive sampling technique was utilized in determining the samples of the study. This study concludes that the GID was effective in enhancing the students’ learning outcomes based on the increase of the posttest result and mean difference between the pre-test and posttest. The finding implies that the students in the experimental group who were exposed to GID performed better than the control group with no exposure to GID. It is important to apply GID in class because it develops pedagogical practices that scaffold students’ independent inquiry in learning. Since GID instruction is based on team teaching and inquiry circles, this greatly helps students collaborate with each other which is vital in producing a final output in Practical Research. The researcher will continue to apply GID in teaching to improve existing practices. The researcher recommends that the School Heads will encourage the teachers to use GID in teaching. Teachers can engage in team teaching and inquiry circles to ignite more the interest of the students. Other researchers can use the findings of this study as avenues for future research.

Exploration of the Application and Practice of Digital Twin Technology in Teaching Driven by Smart City Construction

Traditional engineering education cannot effectively respond to the demand for talents in the construction of smart cities. The application of digital twin technology in education is mostly based on case studies and lacks empirical tests. This study takes the practical teaching of a project-based course on smart city parks as an example to explore the action intention of graduate students to use digital twin technology consistently, and to provide a theoretical basis and teaching practice guidance to promote the rational application of digital twin technology in engineering education. This study set up a quasi-experimental design through the digital twin learning system, grouping 24 graduate students with 4 faculty members. The experimental group is digital twin-assisted practical teaching, and the control group is traditional teaching method, the experimental cycle is 12 weeks, and the total lesson time is 24 h. Secondly, combined with UTAUT2 model and TTF theory, the variable factor hypothesis was adopted as the scale design means, and the experimental validity was improved through questionnaire data analysis. Meanwhile, the influencing factors in the use of digital twin platform were recorded in detail through the process of data collection, data processing and modeling, as well as the application practice of digital twin platform. Finally, the results of the comprehensive survey data show that the graduate students in the experimental group are significantly better than the control group in terms of self-confidence, skill enhancement, learning outcomes, and learning experience. All these results provide information for course teaching practice, training professional teaching teams, optimizing innovative teaching paths, and promoting the cultivation and delivery of smart city technology talents.

Meeting the Needs of Students and the Needs of a System

First Nation students’ attendance, retention and engagement in remote schools has been a concern for educators and successive governments. In many communities, students are encouraged to complete secondary education at boarding school because of seemingly limited educational opportunities in their local communities. The School of Isolated and Distance Education’s (SIDE’s) vision is to provide learning opportunities for Western Australian students regardless of their circumstances through high quality, inclusive and culturally responsive programs. Vision statements are aspirational and need to be backed with strategies for implementation. One such strategy implemented by SIDE in 2024 was the establishment of a Regional Teaching Team (RTT). The RTT was established to meet the unique needs of students in the Northern Goldfields and Kimberley regions of Western Australia. These regions have a high representation of Aboriginal and Torres Strait Islander students. Providing programs and pathways to meet the needs of Aboriginal students in remote contexts in Western Australia is not possible without a deep understanding of the context and culture of the local communities, schools and the students within them. SIDE’s RTT is committed to working with local communities to deliver co-designed culturally responsive education. It is not an easy task, and it will take time to build relationships and trust with local communities to deliver such an outcome. Whilst there is support in principle from Government agencies, disconnect still exists between policy and practice in the context of Aboriginal education in schools (Burgess, Cathie, & Lowe, 2022). The RTT aims to work with Aboriginal communities to provide them with the opportunities to communicate their goals and desires for the education of their children. Traditional measures based on attendance, completion of written tasks and grades perpetuate failure and do not inspire success or engagement.

Metacognitive Intervention Facilitating a Growth Mindset for Youth at Risk: The Contribution of Occupational Therapy Practitioners to the Educational Team.

Youth at risk often experience adaptation difficulties. Functional metacognitive interventions, outlined by occupational therapy practitioners, may support their daily performance. To examine a metacognitive educational intervention that facilitates a growth mindset and strategy use, with the unique contribution of occupational therapy practitioners to the educational team. Forty-six at-risk special education high school students ages 16-18 yr (M = 16.5, SD = 0.62) participated in "Journeys"-Exploring Beyond Classroom Walls, a 2-mo intervention that encouraged active student participation in designing and executing learning activities. This study used the 10-item Weekly Calendar Planning Activity (WCPA) to measure change in cognitive performance and awareness and the "Kind of Person" scale to measure change in growth mindset pre-post intervention. Significant improvements were observed in WCPA accuracy (p < .05) and efficiency (p < .01) scores postintervention. Enhanced awareness of performance time was evident following the intervention. Although there was no significant change in overall mindset scores, the growth mindset scores of 11th-grade students decreased significantly after the intervention, whereas those of 10th-grade students did not (p < .01). Experiences with the Journeys intervention provide opportunities for students to engage in complex and demanding daily activities and for occupational therapy practitioners to guide teachers on how they could act as mediators to direct students' attention to their abilities and how these may assist or interfere with performance. This process is expected to facilitate greater awareness of strategy use in a range of functional domains. Plain-Language Summary: Youth at risk often live in conditions that can endanger their safety, health, and development. They also experience heightened vulnerability, which can lead to behavioral problems with outcomes such as low academic performance, delinquency, feeling alienated, and dropping out of high school. This study examined how occupational therapy practitioners can use an intervention called Journeys with youth at risk in an educational setting. Journeys encourages students to actively participate in designing and executing learning activities. Occupational therapy practitioners evaluated and monitored students' use of strategies and how they reflected on their performance. The occupational therapy practitioners shared this understanding with teachers to guide them in how they could support students' growth mindset, self-perception, greater awareness, and attitudes toward daily performance and challenges.

НОРМАТИВНО-ПРАВОВІ ЗАСАДИ ДІЯЛЬНОСТІ АЛЬТЕРНАТИВНИХ ПРИВАТНИХ АВТОРСЬКИХ ШКІЛ В УКРАЇНІ

The paper deals with the analysis the legal and regulatory basics for alternative private authoring schools in Ukraine. Based on the analysis of in-depth studies by well-known national scholars, it is determined that authoring schools are educational institutions where educational programs are developed by one author or a team of teachers. It was proved that the existence of alternative private education, including authoring schools and private schools, was supported by the state. The author identifies important legislative initiatives and basic regulations on the development of alternative authoring schools, private schools for the period 1991-2024. It is emphasized that with the adoption of the Concept «New Ukrainian School» and the New Edition of the Law «On Education» and other regulations, the state guaranteed equal access to funding for educational institutions of various types and forms of ownership; distribution of finances in accordance with the principle «money follows the child», autonomy of educational institutions, parents’ choice of a comfortable educational institution for their child’s education, and increase in wages. In recent decades, private elementary schools have become widespread as a type of authoring school in Ukraine.

РОЗВИТОК ГРОМАДЯНСЬКОСТІ ОБДАРОВАНИХ ПІДЛІТКІВ ЗА ЧАСІВ ВІЙНИ: СОЦІАЛЬНО-ПЕДАГОГІЧНА ПРОГРАМА

A socio-pedagogical program for development of citizenship of gifted adolescents is substantiated based on analysis of legislative documents, national programs regarding civic education of the new generation in Ukraine during the war, generalization of contemporary experience in improving citizenship of students of general secondary education institutions of Sumy region, taking into account characteristic features of social formation of adolescents and the specifics of this process among gifted teenagers. Results of the analysis of the current state of improving civic education of students at general secondary education institutions revealed a predominant neglect of gifted teenagers in this process, since pedagogical teams are focused on involving these teenagers in subject Olympics, in National Academy of Sciences activities and preparing them to win in intellectual competitions, which is really important. The lack of programs that would take into account characteristic features of the gifted in the development of their patriotism threatens their future self-realization in Ukraine in particular, under conditions of existence of American and European grants system for “finding” creative youth in the world. The goal of the program that we have justified – to improve development of citizenship of gifted adolescents under conditions of war in Ukraine – is achieved through such tasks as: 1) creation of a coordination group of representatives of the internal and external school social environment and preparation of this group for promotion of development of citizenship of gifted adolescents at lycea and in territorial communities; 2) socio-pedagogical support of gifted teenagers in the process of civic education at lycea; 3) supporting initiatives of gifted teenagers regarding harmonization (real and virtual) of civil and legal social space at lycea and territorial communities; 4) promoting gifted teenagers' awareness of the importance of citizenship in the European Union through virtual communication with European teenagers and domestic ones studying in European countries under wartime conditions. Key words: socio-pedagogical program, gifted teenagers, development of citizenship, war in Ukraine.