European Commission webinar on the theoretical foundations of team teaching

Name: European Commission webinar on the theoretical foundations of team teaching
Uploaded: 2025-12-14T11:17:38.000Z
Duration: 2 h 2 min 57 s

Introduction to the Webinar Series

Overview of the Session

Maria Lena welcomes participants to the first webinar on effective team teaching practices, organized by the European School Education Platform.

Important information regarding the session will be shared in the chat; attendees are encouraged to review it.

Technical Guidelines

Microphones and cameras are disabled for privacy; questions can be submitted via chat.

Personal information should not be shared during the session; networking is encouraged through a dedicated connect tab.

Certificate Information

To obtain a certificate, participants must register for both webinars in the series and complete a short quiz after attending.

The second webinar is scheduled for December 10th, with a deadline for quiz submission on December 12th before midnight CET.

Technical Details and Accessibility Features

Joining Instructions

Participants must use the same email address used for registration to ensure proper certificate issuance.

Captions Tool Introduction

A captions tool is available for live subtitles; instructions provided on how to enable this feature.

Introduction of Speaker: Aaron de Cuper

Speaker Background

Aaron de Cuper is introduced as a postdoctoral researcher at Gent University, focusing on teacher well-being, team teaching, and mentoring.

Webinar Focus

The session will explore theoretical foundations of team teaching, including models, benefits, challenges, and educational contexts.

Aaron's Opening Remarks

Importance of Team Teaching

Aaron expresses gratitude for being able to discuss teacher collaboration and emphasizes its growing importance in education across Europe.

Attendees are invited to reflect on their own experiences with collaboration in their teaching practices.

Webinar on Team Teaching: Practical Strategies

Introduction to the Webinar

Adam Teaper introduces the webinar focused on practical strategies for effective team teaching, inviting questions at the end of the presentation.

The outline includes a personal introduction, an overview of teacher collaboration, insights into team teaching, findings from doctoral research, and concluding reflections.

Background of the Speaker

Adam Teaper is a post-doctoral researcher at Gent University in Belgium with a focus on effective teaching behavior in team teaching contexts. He recently defended his PhD.

His work is part of the ESTA project, which studies the effects of team teaching across various educational levels in Flanders and its impact on students and teachers. More information can be found on their project website.

Teacher Collaboration Overview

Solo teaching remains prevalent globally; however, there is a growing advocacy for teacher collaboration as an alternative due to its benefits for both students and teachers.

Research indicates that collaborative practices lead to positive outcomes in education, prompting increased attention from scholars and policymakers towards teacher collaboration. Team teaching is highlighted as a specific form of this collaboration.

Insights from TELIS Survey

The TELIS survey reveals varying forms of teacher collaboration; while basic collaborations are common (e.g., exchanging materials), deeper collaborations like team teaching occur less frequently but are increasing over time.

Differences between countries show that systemic policies and organizational conditions significantly influence the feasibility of effective collaboration among teachers.

Trends in Team Teaching

Data shows that lower secondary teachers engaging in joint classes varies by country; some systems report significant increases while others show stagnation or decline since 2018. This suggests evolving recognition of team teaching's value for instructional improvement and shared responsibility among educators.

Notable disparities exist between countries regarding progress in adopting team teaching practices, indicating diverse educational landscapes across regions.

Defining Team Teaching

Before defining "team teaching," participants are encouraged to share their associations with it through an interactive platform, highlighting diverse perspectives on what constitutes effective teamwork among educators.

Initial responses include concepts such as multiple teachers collaborating within one classroom and sharing responsibilities—indicating varied interpretations based on individual experiences with team teaching practices.

Team Teaching: Understanding Misconceptions and Insights

Definition of Team Teaching

Team teaching is defined as collaboration between two or more teachers in planning, delivering, and evaluating a course or multiple courses.

Growing Interest in Team Teaching

Over the past two decades, team teaching has gained significant attention due to its potential to enhance both teaching and learning experiences. Researchers, schools, and policymakers widely promote it.

Addressing Misconceptions about Team Teaching

The speaker aims to clarify three common misconceptions that influence how educators perceive and implement team teaching based on a large-scale survey study involving 479 team teachers from Flemish pre-primary, primary, and secondary schools.

Misconception 1: Always Standing Together in Class

Contrary to popular belief, team teaching does not always involve teachers standing together for the entire lesson; about half of teachers engage in it at least once a week. Only 20% teach every lesson together. Differences exist across educational levels with more frequent collaboration seen in pre-primary and primary settings.

Misconception 2: Only for Large Classes

Data shows that approximately 55% of team teaching occurs in average-sized classes while 45% happens in larger ones. It can also be applied effectively in small classes for specific interventions or pedagogical reasons, indicating flexibility beyond just class size considerations.

Misconception 3: Simultaneous Teaching Required

Most teachers (about 60%) collaborate before, during, and after lessons; however, nearly a quarter only engage during the lesson itself which may limit their effectiveness. Full collaboration across all phases enhances the benefits of team teaching significantly.

Reflection on Advantages and Disadvantages of Team Teaching

Participants are encouraged to share their thoughts on Padlet regarding personal experiences with the advantages (e.g., active engagement) and challenges (e.g., time consumption) associated with team teaching practices. This reflection will align with findings from the ESTE project later discussed.

Key Takeaways from Participant Responses

Responses highlight both positive aspects such as improved communication among teachers leading to better student outcomes as well as challenges like unequal roles within teams if not properly organized or planned ahead of time. Professional growth opportunities through collaborative efforts were also noted as beneficial for inclusive education contexts when general education teachers work alongside special education professionals.

Literature Insights on Teacher Experiences

Research indicates that advantages for teachers include increased emotional support from colleagues, enhanced dialogue leading to reflective practice improvements, and overall professional growth stemming from collaborative environments within team teaching frameworks.

Team Teaching: Advantages and Disadvantages

Challenges of Team Teaching for Teachers

Team teaching can reduce individual autonomy for teachers, as they must collaborate closely with colleagues, which may lead to unhelpful comparisons.

Increased workloads are a common concern among teachers involved in team teaching, potentially complicating their ability to form strong individual relationships with students due to the presence of multiple educators in the classroom.

Benefits of Team Teaching for Students

Students benefit from increased support as multiple teachers can address diverse questions and learning needs, enhancing the overall learning experience.

The combination of different teaching styles and expertise leads to richer lessons; however, inconsistencies between teachers' expectations or routines may confuse some students.

Research Focus on Effective Teaching Behavior

Overview of Doctoral Research

The research investigates effective teaching behavior within team teaching contexts through two complementary studies: a survey study and an observation study.

The survey study involved a large-scale questionnaire targeting teachers across French pre-primary, primary, and secondary schools to gather perceptions on team teaching implementation.

Methodology Insights

Direct classroom observations were conducted in the second study to capture nuanced interactions that surveys alone cannot reveal. This dual approach provides a comprehensive understanding of effective teaching behaviors in team settings.

Defining Effective Teaching Behavior

Impact on Student Outcomes

Effective teaching behavior is characterized by actions that positively influence students' academic outcomes; there is broad scientific consensus supporting this impact.

Despite general agreement on effective teaching's benefits, research specifically examining its role within team teaching remains limited. This gap motivated the doctoral research focus.

Framework for Analysis

The IEL framework developed by Women Vand identifies nine dimensions of effective teaching behavior. Key examples include:

Creating a safe learning environment where students feel confident (e.g., mutual respect).

Providing clear instructions and ensuring understanding of learning goals.

Investigating Differences Between Solo and Team Teaching

Rationale Behind the Study

Literature suggests that teachers may be more effective when engaged in team teaching compared to solo efforts; however, limited research exists comparing these approaches directly.

Research Questions and Data Collection

The guiding questions explore differences in self-reported effective teaching behaviors during solo versus team contexts and how teacher characteristics relate to these differences.

A survey was conducted with 453 team teachers from 71 Flemish schools using the SET questionnaire based on the IEL framework dimensions.

Analysis Techniques

Descriptive statistics, dependent t-tests, and multi-level analysis were employed to examine differences in self-reported effective teaching behaviors between solo and team settings.

Study on Effective Teaching Behaviors

Overview of Study Results

The study evaluates effective teaching behaviors, comparing solo and team teaching through two scores represented by light blue (solo) and dark blue (team) dots.

Generally, teachers report feeling more effective in team teaching, with significant differences noted particularly in adapting lessons to educational needs and monitoring student learning processes.

Team teaching shows the most substantial added value in differentiation and monitoring students' learning compared to solo teaching.

Factors Influencing Teaching Effectiveness

A multi-level analysis indicates that education type, teaching experience, and frequency of team teaching positively impact the effectiveness score difference between solo and team teaching.

Teachers engaging more frequently in team teaching report higher levels of effective behavior than those who teach less often.

Impact of Education Type

Team teaching has a more pronounced positive effect on teacher effectiveness in primary and secondary education compared to pre-primary education.

Observational Study Insights

Methodology

The second study involved classroom observations to assess how effective behaviors manifest during team teaching, supplemented by interviews for deeper insights into influencing factors.

Previous research highlighted discrepancies between self-reported practices and actual classroom behavior, necessitating exploration of these variations.

Research Questions & Approach

Key questions focused on the degree of demonstrated effective behavior in team settings and the factors influencing this behavior.

A multiple case study approach was employed involving 27 teachers from 12 teams using observation instruments, questionnaires for self-reporting effectiveness, and semi-structured interviews for qualitative data collection.

Key Findings from Observations

Teacher Effectiveness

Teachers exhibit effectiveness primarily in less complex dimensions such as creating a safe learning climate; however, they tend to overestimate their performance in more complex areas like adaptive teaching.

Influential Factors

Several key factors were identified that influence effective behavior:

Collaboration: High-quality collaboration among teachers enhances overall effectiveness.

Role Clarity: Clearly defined roles prevent confusion and improve efficiency within teams.

Reflection: Continuous reflection on practices is crucial for both individual growth and collective improvement.

Team Teaching: Key Insights and Findings

Factors Influencing Effective Team Teaching

Reflective practices are crucial for improvement; teams that engage in these practices adapt and refine their teaching behaviors over time.

Adequate infrastructure, including physical space, resources, and administrative support, significantly impacts effective team teaching. Without proper resources, even motivated teams may struggle to perform optimally.

Overview of Research Findings

Self-reported data indicates that teachers recognize the potential of team teaching to enhance their effectiveness through diverse strategies and improved learning environments.

Observed data reveals discrepancies between self-reported effectiveness and actual classroom observations, highlighting significant variations in effectiveness across teams.

The success of team teaching is not automatic; it requires careful planning, collaboration, and support to be implemented effectively.

Essential Conditions for Successful Team Teaching

Variations in effectiveness suggest that successful team teaching depends on factors such as collaboration, role clarity, reflection, and adequate infrastructure.

Effective team teaching necessitates intentional planning by teachers and schools to ensure its success.

Importance of Professional Development

Ongoing professional development is essential for enhancing teachers' collaboration skills and ability to work effectively as a team.

Institutional support is critical in providing necessary resources and structures for teacher collaboration within educational systems.

Personal and Contextual Factors Affecting Team Teaching Success

The success of team teaching relies on personal factors like teachers' willingness to collaborate, contextual factors such as school environment, and available resources.

While team teaching has the potential to improve practices, it requires careful consideration and ongoing effort for effective implementation.

Audience Engagement & Feedback

Audience member Monica comments on the benefits of team teaching but notes challenges with unclear responsibilities among multiple teachers involved.

Another participant agrees on the advantages but emphasizes the need for professional rapport among teachers for effective collaboration in a team-teaching setting.

Questions About Teacher Experience

A question arises regarding whether more experienced teachers achieve higher results in team teaching; however, distinctions between general teaching experience versus specific team-teaching experience complicate this inquiry.

Team Teaching Effectiveness and Implementation

Importance of Team Teaching Frequency

Effective team teaching is influenced by the frequency of engagement, which impacts teaching behavior and student learning outcomes, both cognitive and non-cognitive.

There is no direct correlation between a teacher's experience and their effectiveness in team teaching; however, frequent collaboration can lead to better outcomes for both students and teachers.

Teacher Roles in Team Teaching

The effectiveness of team teaching roles depends on the specific goals set for the practice. Different roles may be adopted based on desired outcomes.

A decision tree tool was developed within a research project to guide educators on how to implement team teaching effectively based on their objectives.

Practical Applications and Tools

Upcoming webinars will provide practical examples of effective team teaching implementation, including tools like Google Drive for collaboration.

Participants are encouraged to share their experiences with team teaching methods and tools that facilitate this approach.

Collaboration Benefits

Collaboration among teachers enhances individual practices and contributes positively to the overall school environment.

Teachers often overestimate their effectiveness through self-reports; actual classroom observations reveal discrepancies between perceived and real performance.

Professional Development Needs

While teachers recognize the potential benefits of team teaching, there is a need for professional development initiatives to improve its implementation effectively.

Despite mixed results from implementing team teaching, there remains a willingness among educators to explore this method further.

Subject Integration in Team Teaching

It is feasible for teachers to integrate different subjects during teamwork; examples include merging classes where one teacher focuses on mathematics while another teaches language arts.

Team Teaching Insights

Exploring Team Teaching Dynamics

The effectiveness of team teaching can vary based on the goals set by educators and how they perceive this collaborative approach. Teachers' comfort with team teaching influences its implementation.

Team teaching offers significant potential for enhancing student well-being by leveraging individual strengths of teachers, fostering a more effective educational environment.

A cross-curricular approach is achievable through team teaching, allowing for flexible implementation in school practices, which can enrich the learning experience.

Webinar Conclusion and Future Events

Participants are reminded that attending both webinars in the series is necessary to receive a certificate. A quiz will follow the second webinar to assess understanding of team teaching concepts.

Upcoming online courses on the European School Education Platform will be available soon, including a tutorial focused on sustainability and project-based learning, designed to take approximately 30 minutes.

Gratitude is expressed towards participants for their engagement, with an invitation to reach out via help desk for any questions. Links related to the webinars were shared earlier in the chat.