Journal article
Team teaching as a strategy for enhancing teaching about theory-into-practice
2023
Appears in Recent Faculty of Health Publications
Metrics
10 Record Views
UN Sustainable Development Goals (SDGs)
This output has contributed to the advancement of the following goals:
Source: InCites
Abstract
Integrating theory-into-practice is an important skill for professionals to master during their university education; however, students and educators find learning and teaching about theory-into-practice challenging. To address these difficulties 'Transition Workshops' were implemented within a Bachelor of Occupational Therapy. A mixed methods evaluation was conducted using pre- and post-workshop surveys and focus groups. Qualitative findings, the focus of this paper, were that team teaching helped educators feel more confident in teaching theory-into-practice as it was more enlivening than solo teaching, it provided opportunity for professional development, it enabled better understanding of the whole curriculum, and it modelled a consolidated professional identity. Team teaching assisted students by providing them with multiple role-models. This study highlighted that some of the challenge in supporting students to learn how to integrate theory-into-practice may be addressed using team teaching.
Details
- Title
- Team teaching as a strategy for enhancing teaching about theory-into-practice
- Creators
- Melanie Roberts - Griffith UniversityMichelle Bissett - Griffith UniversityClare Wilding - La Trobe University
- Publisher
- Routledge
- Grant note
- This work was supported by a Health Group 2018 Teaching and Learning Grant at Griffith University.
- Identifiers
- 991013053611602368
- Copyright
- © 2021 Informa UK Limited, trading as Taylor & Francis Group
- Academic Unit
- Faculty of Health
- Language
- English
- Resource Type
- Journal article
- Local Fields
- Original Research - SoLT