Team teaching implementation in engineering education : teacher perceptions and experiences
Vesikivi, Petri; Lakkala, Minna; Holvikivi, Jaana; Muukkonen, Hanni (2018-03-06)
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
© 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: https://doi.org/10.1080/03043797.2018.1446910.
https://rightsstatements.org/vocab/InC/1.0/
https://urn.fi/URN:NBN:fi-fe202002185687
Tiivistelmä
Abstract
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.
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