Interdisciplinary Team Teaching: Reflections on Praxis and Pedagogy in an Undergraduate Classroom
Much scholarship available on team-teaching focuses on K-12 programming, with limited examples in post-secondary education. Adding to the growing research on college-level team-taught courses, this reflection describes how interdisciplinary team-teaching can offer not only a pedagogically innovative...
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| Veröffentlicht in: | College teaching 2022-04, Vol.70 (2), p.219-226 |
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| creator | Nielsen, Danielle Nititham, Diane Sabenacio Polizzi, Marc |
| description | Much scholarship available on team-teaching focuses on K-12 programming, with limited examples in post-secondary education. Adding to the growing research on college-level team-taught courses, this reflection describes how interdisciplinary team-teaching can offer not only a pedagogically innovative experience for students but also highlight the strengths of the faculty in their teaching and research areas. In addition to reviewing the differences between interdisciplinary and multidisciplinary curricula, we reflect on our experience delivering Globalization as a team-taught course, designing learning outcomes and course material, and negotiating classroom strategies, highlighting successful components and considering future iterations. |
| doi_str_mv | 10.1080/87567555.2021.1915236 |
| format | Article |
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| ispartof | College teaching, 2022-04, Vol.70 (2), p.219-226 |
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| language | eng |
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| source | Education Source |
| subjects | College Curriculum College Faculty Curriculum Design Curriculum Development Globalization Higher education Instructional Innovation interdisciplinary Interdisciplinary Approach Interdisciplinary aspects Learning outcomes Negotiation Pedagogy Praxis Secondary education Teacher Competencies Teaching Teaching Methods Team Teaching Undergraduate Study |
| title | Interdisciplinary Team Teaching: Reflections on Praxis and Pedagogy in an Undergraduate Classroom |
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