University of Oulu

Petri Vesikivi, Minna Lakkala, Jaana Holvikivi & Hanni Muukkonen (2019) Team teaching implementation in engineering education: teacher perceptions and experiences, European Journal of Engineering Education, 44:4, 519-534, DOI: 10.1080/03043797.2018.1446910

Team teaching implementation in engineering education : teacher perceptions and experiences

Saved in:
Author: Vesikivi, Petri1,2; Lakkala, Minna3; Holvikivi, Jaana1;
Organizations: 1Information and Communication Technology, Metropolia University of Applied Sciences, Espoo, Finland
2School of Science, Aalto University, Espoo, Finland
3Technology in Education Research Group, University of Helsinki, Helsinki, Finland
4Educational Psychology, University of Oulu, Oulu, Finland
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.6 MB)
Persistent link:
Language: English
Published: Informa, 2019
Publish Date: 2020-02-18


In 2014, Metropolia University of Applied Sciences implemented a fundamental change in its curriculum from small single topic 3–5 credits courses into 15 credits multidisciplinary courses implemented by teacher teams. This paper focuses on how teachers of Information Technology programs experienced the reform. Research data include teacher feedback and opinions that were collected during training sessions and interviews. Team teaching is a substantial change for teachers that raises concerns about time management, getting enough compensation for the work and possible loss of teacher autonomy. However, teacher teams that managed to overcome these challenges saw a variety of benefits in the new approach. Not only was team teaching seen as a means for providing students with the skills they need, but it also was discovered as a way to enhance the teacher’s own professional development.

see all

Series: European journal of engineering education
ISSN: 0304-3797
ISSN-E: 1469-5898
ISSN-L: 0304-3797
Volume: 44
Issue: 4
Pages: 519 - 534
DOI: 10.1080/03043797.2018.1446910
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
213 Electronic, automation and communications engineering, electronics
Copyright information: © 2018 SEFI. This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Engineering Education on 06 Mar 2018, available online: