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Widening the discourse on team-teaching in higher education

Minett-Smith, Catherine; Davis, Carole L.

Authors

Catherine Minett-Smith

Carole L. Davis



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.

Citation

Minett-Smith, C., & Davis, C. L. (2020). Widening the discourse on team-teaching in higher education. Teaching in Higher Education, 25(5), 579-594. https://doi.org/10.1080/13562517.2019.1577814

Journal Article Type Article
Acceptance Date Jan 28, 2019
Online Publication Date Feb 14, 2019
Publication Date Jul 3, 2020
Deposit Date Mar 6, 2023
Journal Teaching in Higher Education
Print ISSN 1356-2517
Electronic ISSN 1470-1294
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 25
Issue 5
Pages 579-594
DOI https://doi.org/10.1080/13562517.2019.1577814
Keywords Education; Team-teaching; higher education; academic identityleadership; workloads
Public URL https://uwe-repository.worktribe.com/output/10289974
Publisher URL https://www.tandfonline.com/doi/abs/10.1080/13562517.2019.1577814?journalCode=cthe20