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Widening the discourse on team-teaching in higher education

  • Cathy Minett-Smith
    ,
  • Carole L. Davis
  • Solent University
Research Output: Contribution to journal Article Peer-review

Abstract

Team-teaching is arguably shifting from the realm of pedagogic choice to that of necessity in a complex and demanding Higher Education (HE) landscape. This research gives a voice to staff collaborating in team-teaching, considering their motivations and approach, to identify key challenges and opportunities. Results indicate that the changing landscape of HE in the UK is promoting innovative approaches to using existing team-teaching models rather than proposing new ones. The leadership dimension of the module leader role is highlighted, suggesting a need to explore and extend debates on developing academic leadership at all levels of academic employment. Consequently, the research contributes additional perspectives on existing work relating to academic leadership, the changing academic role, increasing workloads and professional teacher identity. The findings have implications for how staff are prepared and supported as practitioners in HE and the processes whereby we record and reward individuals contributions.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 579-594

Journal (Volume, Issue Number)

Teaching in Higher Education (Volume 25, Issue 5)

Publication milestones

  • Accepted/In press - 28/01/2019
  • Published - 14/02/2019

Publication status

Published - 14/02/2019

ISSN

1356-2517

External Publication IDs

  • handle.net: 10547/624748
  • Scopus: 85061908630

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