Abstract
Team teaching can be both a satisfying and frustrating experience. Kulynych (1999, p, 144), for instance, describes the team-teaching experience as “both exhilarating and exasperating”. Among the satisfying—even exhilarating—aspects of team teaching are the opportunities to learn from one another and the support faculty members can receive from colleagues. Among the frustrations associated with team teaching are faculty members’ insecurity and their fear of power imbalances (Speer & Ryan, 1998), lack of institutional support (Speer & Ryan, 1998), and lack of attention to detail (Arnold & Jackson, 1996; Bakken et al., 1999; Lehmann & Gillman, 1998; Speer & Ryan, 1998).
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References
Arnold, J., & Jackson, I. (1996). The keys to successful co-teaching. Thought & Action: The NEA Higher Education Journal, 91–98.
Bakken, L., Clark, F.L., & Thompson, J. (1998). Collaborative teaching: many joys, some surprises, and a few worms. College Teaching, Vol. 46 No. 4, 154–157.
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Speer, T., & Ryan, B. (1998). Collaborative teaching in the de-centered classroom. Teaching English in the two-year college (TETYC), pp. 39–49.
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© 2002 Springer Science+Business Media Dordrecht
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McCuddy, M.K., Pirie, W.L., Schroeder, D.L., Strasser, S.E. (2002). Issues in Team Teaching: Point and Counterpoint. In: Johannessen, T.A., Pedersen, A., Petersen, K. (eds) Educational Innovation in Economics and Business VI. Educational Innovation in Economics and Business, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1390-0_5
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DOI: https://doi.org/10.1007/978-94-017-1390-0_5
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