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    Widening the discourse on team-teaching in higher education

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    Authors
    Minett-Smith, Cathy
    Davis, Carole L.
    Affiliation
    University of Bedfordshire
    Solent University
    Issue Date
    2019-02-14
    Subjects
    leadership
    academic identity
    team-teaching
    workloads
    
    Metadata
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    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 CL (2020) 'Widening the discourse on team-teaching in higher education', Teaching in Higher Education, 25 (5), pp.579-594.
    Publisher
    Routledge
    Journal
    Teaching in Higher Education
    URI
    http://hdl.handle.net/10547/624748
    DOI
    10.1080/13562517.2019.1577814
    Additional Links
    https://www.tandfonline.com/doi/abs/10.1080/13562517.2019.1577814
    Type
    Article
    Language
    en
    ISSN
    1356-2517
    ae974a485f413a2113503eed53cd6c53
    10.1080/13562517.2019.1577814
    Scopus Count
    Collections
    Education

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