Universidad de Costa Rica - Sede de Occidente
Revista Pensamiento Actual - Vol 20 - No. 35 2020
ISSN Impreso: 1409-0112 ISSN Electrónico 2215-3586
Educación
Período Diciembre 2020-Mayo 2021
065. - 080.
DOI 10.15517/PA.V20I35. 44374
Natalia Ramírez Casalvolone
65
Synergistic Team Teaching for Professional Development: A Case Study Approach
Enseñanza sinérgica en equipos para desarrollo professional: un estudio de caso
Natalia Ramírez Casalvolone 1
Fecha de recepción: 13-01-2020
Fecha de aceptación: 24-08-2020
Resumen
Este estudio propone un enfoque innovador para profesores que argumentan no tener tiempo para involucrarse en actividades
de desarrollo profesional; o para aquellos que alegan que estas por lo general son descontextualizadas y de alto costo. Por medio
de un estudio de casos desarrollado entre Enero y Septiembre de 2018, esta investigación busca responder a la pregunta: ¿Como
puede la enseñanza en equipos generar desarrollo profesional en profesores universitarios experimentados en la enseñanza del
inglés? Específicamente los participantes enseñaron en equipo un curso de nivelación para estudiantes recién admitidos a la
Carrera de la enseñanza del inglés. Pare efectos de este estudio, enseñanza en equipos se entiende como una metodología en si-
nergia donde dos profesores comparten el espacio del aula, planeamientos y sus prácticas de enseñanza. Los datos para entender
el aprendizaje de los estudiantes fueron recolectados por medio de entrevistas semi- estructuradas. El análisis de los mismo se dio
por medio del método propuesto por Creswell y Poth (2018) llamado Data Analysis Spiral. Los datos se codificaron a la luz de las
definiciones de desarrollo profesional hechas por Guskey (2002), Sparks (2002), y Johnson (2006). De este modo, la investigadora
buscó momentos en donde se pudieran interpretar que los participantes habían cambiado sus actitudes y creencias, demostrando
así un mejoramiento continuo del aprendizaje, la enseñanza y que el conocimiento teórico de los profesores se trasladara a la
práctica. En este estudio se puede observar cómo la enseñanza en equipos le ofrece a los profesores una comunidad de practica
(COP) donde los participantes comparten, discuten e implementan nuevas enseñanzas. Además, por medio de la enseñanza en
equipos, los beneficios que reciben los docentes son inmediatos, contextualizados y auténticos.
Palabras Clave: enseñanza en equipo, desarrollo profesional, educación universitaria, actitudes y creencias
Abstract
This study proposes an innovative approach for English professors who lack the time to engage in professional development (PD)
programs, believe such programs are conducted in a decontextualized manner, or regard them as too expensive. Based on a quali-
tative case study performed from January to September 2018, this study addresses the following question: How can team teaching
promote PD for mid-career English as a foreign language university professors? It investigates the types of PD that emerged when
two English professors at the University of Costa Rica engaged in synergistic team teaching. The participants team taught a course
for students newly admitted into the English-teaching major. In this study, synergistic team teaching is understood as a method
in which two professors share classroom space and teaching practices and engage in planning discussions together. To unders-
tand what the participants learned when practicing team teaching, data were collected through semi-structured interviews and
coded following Creswell and Poth’s (2018) data analysis spiral. The coding was developed in light of the conceptualization of PD
1
Magíster en la Enseñanza del Inglés como Lengua Extranjera por la Universidad de Costa Rica, Costa Rica. Doctoranda en Literacy,
Culture, and Language Education en Indiana University, Bloomington, Estados Unidos. Correo electrónico: neramire@iu.edu
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developed by Guskey (2002), Sparks (2002), and Johnson (2006). Accordingly, this study identifies instances (during the interview
or during the classroom observation) that can be interpreted as change of the classroom practices, change in the attitudes and
beliefs of the professors (Guskey, 2002), continuous improvement of teaching and learning (Sparks, 2002), and teacher’s knowle-
dge transformed into practice (Johnson, 2006). This study shows how team teaching offers professors a community of practice
in which they can share, discuss, and implement new teaching knowledge. Through team teaching, teachers receive PD benefits
that match their classroom context perfectly, enabling them to engage in authentic, fully contextualized learning opportunities.
Keywords: team teaching, professional development, higher education, attitudes, beliefs.
I. Introduction
Furthermore, this research shows how team teaching
can become a more attractive, fruitful, and motivating
As an English professor at the University of Costa
style of PD than other, more traditional PD programs. In
Rica (UCR) for six years, I have had few opportunities
this study, PD is defined as a process undertaken by mid-
to engage in professional development (PD) activities.
career professors to gain new teaching knowledge than
Most often, such engagement is prevented by the multiple
can be applied in their professional activities (Guskey,
responsibilities I already have as a professor. My job
2002; Johnson, 2006; Sparks, 2002).
requires me to perform teaching and research and to
offer extension activities to the community; thus, when
The scope of this study was limited to two professors
it comes to voluntarily attending workshops or other
who had engaged in team teaching at least once at the
formal PD occasions, I usually lack the time, energy, and/
university level. Both professors are faculty at UCR, which
or money to do so. When I have had the opportunity to
is the largest institution of higher education in Costa Rica
attend workshops, I have found that they lack connections
and among the best in Latin America. Both of the study
to real-life contexts of practice; thus, I typically prefer to
participants have over five years of experience in higher
invest time in research, because this will directly affect
education. They are non-native speakers of English.
my professional profile and salary. Similarly, Radloff
They are English-language professors, and they team
(2008) demonstrated that academic workload is intense
taught a single course, UCR’s English Leveling course.
and faculty have to use their time wisely, specifying
This course is intended for students newly admitted into
that academic faculty “may be encouraged, especially
the English-teaching major at UCR. It was designed and
early in their academic careers, to focus their energies
implemented in 2015 by the author and a colleague. One
on research which can bring professional recognition
of the course’s main goals is to endow students with basic
and reward, rather than on learning and teaching which
skills and knowledge pertaining to the English language.
may not do so” (p. 5).It is relevant to bring to the table
Team teaching in this course is important because the
these issues that hinder PD. Teachers need to undergo
students’ English-language skills are at a beginners’ or
processes that can keep them updated, that offer new
below-beginners’ level, and they thus require personalized
learning experiences and processes that promote personal
attention most of the time.
satisfaction and professional fulfillment. Sandholtz
(2000) states that school systems should recognize that
II. Literature Review
collaboration among teachers is part of what gives these
professionals enjoyment of their work and what offers
Over the years, the term PD has been used in many fields
most improvement of teaching practices.
to refer to a variety of strategies, tools, activities, and
workshops that can be used to improve professionals’
This study examines how team teaching can promote
knowledge and practice. This case study focuses on PD for
PD and new teaching knowledge. Team teaching is
teachers, specifically the PD that team teaching can offer
understood as a collaboration activity among teachers.
English-language teachers. What follows is a review of
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various definitions of PD; in this study, PD is understood
often unavailable to teachers. According to Sparks (2002),
according to the definitions proposed by Guskey (2002),
“the most powerful forms of professional development
Sparks (2002), and Johnson (2006). Additionally, a review
engage teachers in the continuous improvement of their
of definitions given by different authors about team
teaching and expand the repertoire of instructional
teaching is offered.
approaches they use to teach that content” (p. 98). This
author maintained that PD should be ongoing, dynamic,
2.1 Professional Development
and a part of teachers’ daily interactions with other
teachers and administrative support staff (Sparks,
PD is an integral part of teacher education (Borko, 2004)
2002). “There is a variety of methods for improving
and it has been defined from numerous perspectives
the effectiveness of teaching. Collaboration between
(Desimone, 2009). Guskey (2002) defined PD as a “change
instructors is one such method because it can provide
in teachers’ attitudes, beliefs and perceptions” (p. 382).
ongoing, efficient ways to improve teaching and learning
According to Guskey (2002), PD should aim to change
in the classroom (Sparks, 2002). By collaborating with
the way teachers put their knowledge into practice in the
others and learning from their experiences, teachers can
classroom, how they conceptualize teaching or conduct
encounter more ideas about how to improve classroom
themselves in the classroom, and how students learn.
teaching and how to address students’ needs because
He also argued that teachers can change their “beliefs
there is a strong relationship between teachers’ knowledge
and attitudes” in response to observable improvements in
and students’ learning outcomes (Sparks, 2002).
student learning brought about by their teaching practices
(Guskey, 2002, p. 382). In this sense, Guskey (2002)
According to Freeman and Johnson (1998), teachers’
argues that PD requires change, teachers who venture
knowledge is constructed through their experience
into PD opportunities should incur in some change in
with others in the learning community. They stated
their professional practice and their students’ academic
that effective teaching is learned over time and requires
outcomes, contrary to this PD does not happen. Most PD
complex mental processes that develop when the
programs aim to convince teachers of the value of certain
professional interacts with others and participates actively
teaching philosophies or methods; however, many teachers
in the teaching and learning community. Furthermore,
change their “beliefs and attitudes” when it becomes clear
Johnson (2006) argued that teachers’ learning is socially
that a teaching method actually helps students learn
constructed and that it improves as they interact with the
(Guskey, 2002). In other words, teachers implement
society around them, noting that teachers enhance their
improved strategies and teaching methodologies only
social awareness as they get involved in social events.
when they have good evidence that they will work.
To understand how teachers learn, it is necessary to
observe the kinds of events they participate in (Johnson,
PD experiences can take many forms. As Desimone
2006). These events can be PD programs, interactions
(2009) noted, “these experiences can range from formal,
with administrators and other teachers, or engaging
structured topic-specific seminars given on in-service
with students in the classroom (Johnson, 2006). Along
days, to everyday, informal ‘hallway’ discussions with
these lines, Johnson (2006) claims that teachers’ learning
other teachers about instruction techniques, embedded
should include a combination of theory and practice.
in teachers’ everyday work lives” (p. 182). According to
Learning theories may not be enough to support teachers’
Desimone, PD does not need a specific objective or a
professional growth; they also learn as they practice in
formal environment for it to take place, it can be ongoing,
the classroom. Johnson (2006) described praxis as a
informal and multipurpose.
combination of theory and practice: “[Praxis] has a great
deal of experiential knowledge in it, but it is organized
Moreover, according to Sparks (2002), effective teaching
around and transformed through theoretical knowledge”
does not happen randomly. PD is essential to quality
(p. 240).
education; nevertheless, traditional PD opportunities are
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This section offered a summary of definitions and
Wadkins, Wozniak, and Miller (2004) argued that team
descriptions of what PD ideally may look like in light
teaching can serve as a form of teacher collaboration.
of Guskey (2000), Sparks (2000), and Johnson’s (2006)
They claimed that collaboration between two or more
ideas. These authors agree that PD In the next section,
instructors can bring together different experiences,
team teaching will be described as it has been used in
theories, and techniques, which can provide a basis
different studies.
for improved teaching and learning. Correspondingly,
Buckley (2000) defined team teaching as follows:
2.2 Team Teaching
“Team teaching involves a group of teachers working
purposefully, regularly and cooperatively to help a group
In many ways, team teaching has proved to be one
of students of age learn” (p. 4). Wadkins, Wozniak, and
of the collaborative practices that enable educators to
Miller (2004) and Buckley (2000) offered many concrete
engage in PD, acquire new teaching knowledge, and
approaches to team teaching. It falls outside the scope
become better teachers. According to Rhodes and
of this study to review these approaches; instead, this
Beneicke (2002), collaboration can improve teachers’
study investigates and describes the way the case study
performance because it allows them to encounter new
participants engaged in team teaching.
information, ask questions, and voice ideas that clarify
thoughts and beliefs. In a case study of team teaching,
Previous pilot studies conducted by the author showed
Bowles (1994) concluded that the collaboration promoted
that the participant professors lacked previous training on
by team teaching helped improve the pedagogy used by
team teaching and embarked on the practice empirically—
the professors; moreover, the educators became more
hence the present study’s focus is on how they have
conscious of their practices. Consequently, they engaged
implemented the team teaching practice and what types
in reflection and self-assessment for improvement.
of PD they have acquired from it.
Being observed by a teaching teammate seems to increase
Even though team teaching has only recently
the motivation (and the pressure) to use the best teaching
been discussed as an alternative collaboration method
practices and a carefully considered pedagogy (Bowles,
for improving teachers’ PD, it is not a new trend (Buckley,
1994). Furthermore, because team teaching requires the
2000; Wadkins, Wozniak, & Miller, 2004). As an
collaborators to plan, teach, and assess together, these
alternative teaching method, team teaching has frequently
actions have an immediate effect on new learning for
been a part of the education system in all levels (Buckley,
both parties (Bowles, 1994) as they communicate each
2000; Wadkins, Wozniak, & Miller, 2004). However, team
other’s ideas, methodologies and perspectives in regards
teaching is not commonly implemented in educational
to teaching.
environments, mostly due to a lack of understanding
regarding the benefits of using team teaching as a form
Sparks (2002), Desimone (2009), and Johnson (2006)
of collaboration (Buckley, 2000).
pointed out that the professional growth of teachers
can be effectively achieved in school environments as
A central trend in research on team teaching
instructors work with the broader school community,
is collaboration between content-area and English as
especially by collaborating with other teachers. Sandholtz
a second language (ESL) teachers (Dove & Honigsfeld,
(2000) also viewed collaboration as a significant element
2010; Davison, 2006; Arkoudis, 2006). Davison (2006)
of PD for teachers. He demonstrated that collaboration
conducted a qualitative discourse-analysis study in an
enables educators to participate in ongoing feedback,
English as a medium of instruction elementary school in
observation, and reflection with other teachers and that
Asia in order to understand the collaborative relationship
it can therefore provide teachers with opportunities for
between content-area and ESL teachers. The study
professional growth and the creation of professional
concluded that “one of the implications for PD is that
learning networks (Sandholtz, 2000).
collaborating teachers may benefit from more action
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orientated teacher research with built-in opportunities
their own practice as college professors who team teach
for critical reflection and discussion of different views and
a clinical graduate research course to determine whether
perceptions of the nature of teaching and learning” (p.
team teaching is a viable alternative for instruction in
472). In essence, this finding focused on the high quality
higher education. Their study concluded with two
knowledge teachers gain from collaborating as each can
separate reflections; both authors pointed out that the
share their different proficiencies and skills in real time.
students in their classrooms found team teaching helpful.
George and Davis (2000) discussed the process of team
Another important trend in education research is team
teaching, that is, how it works in practice and how it
teaching between experienced and novice teachers. For
can be done in a more effective way. Ware, Gardener,
instance, based on a five-year-long empirical study of
and Murphy (1978) pointed out that “although [team
collaboration between student teachers and experienced
teaching] would make them (the participants) very busy
interdisciplinary teachers at the University of California-
teaching for shorter periods of time, [they] anticipated
Riverside, Sandholdtz (2000) concluded that team teaching
being freer for longer periods of time for scholarly activity
facilitates PD for both students and experienced teachers
and research” (p. 127).
because it provides ongoing feedback and support. This
trend is also evident in research on ESL education. In
2.3 Team Teaching at the University of
their three-year-long, federally funded pseudonym project
Costa Rica
(Collaboration Centers Project), Musanti and Pence (2010)
trained 14 experienced teachers from six schools as
The literature review has described studies of team
cofacilitators. After finishing their training programs,
teaching by novice and experienced teachers conducted
the cofacilitators met with novice ESL teachers to enhance
in countries including the United States, Korea, Taiwan,
their PD. At the end of the study, Musanti and Pence
and Japan. In the cases examined by these studies, the
(2010) underlined the important role of collaboration
experienced teacher acted as a mentor, providing the new
in teachers’ PD: “Professional development needs to be
teacher with examples of effective pedagogy. Other studies
conceived as a collaborative enterprise, where a space
have shown how content-area and language teachers, as
for learning through mutual exchange, dialogue, and
well as non-native and native English teachers, can help
constant challenge is created” (p. 87).
instructors share their experiences, ideas, and techniques.
Therefore, they can improve their professional practice
Another common focus of such studies is collaboration
on the basis of classroom experience. Nevertheless, it
between native and non-native English-language teachers
is important to point out that studies of team teaching
in second-language learning. Tajino and Tajino (2000) and
undertaken by experienced, non-native, higher-education
Jeon (2010) observed that team teaching by non-native
English instructors are uncommon, especially in the Costa
and native English instructors has been widely used in
Rican context. Furthermore, although some of the studies
Korean and Japanese language education systems. Based
were performed in higher-education contexts, none
on a careful review of the literature on second-language
investigated English-language professors at this level.
learning in Japan, Tajino and Tajino (2000) argued that
The present study addresses team teaching as defined
because native and non-native teachers have different
by Austin and Baldwin (1992, cited in Bettencourt and
backgrounds and different language-learning and
Weldon, 2010), who described an interactive team as
teaching experiences, they can learn from each other
“a model for team teaching in which both instructors
while engaging in collaborative instruction.
are in the classroom simultaneously. Specifically, both
instructors work, sit, and interact with the students and
Other studies have argued that team teaching offers
with each other in the classroom” (p. 129). Studies using
college professors an opportunity for professional growth
this model are less common than those in which teachers
(George & Davis, 2000; McKee & Day, 1992). In their
coplan, coprepare, coassess, and coevaluate but do not
qualitative study, George and Davis (2000) investigated
teach together. In contrast to the extant literature, this
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study examines how team teaching can promote PD when
concepts of these studies, the author extracted three core
two experienced, non-native, higher-education English-
features of effective PD. First, as determined by Guskey
language professors engage in this collaboration practice.
(2002), PD must encourage and provoke change “in the
learning outcomes of students,” “change of the classroom
III. Theoretical Framework
practices,” and “change in the attitudes and beliefs” of
professors. Second, PD should promote “continuous
The study takes a sociocultural theoretical perspective,
improvement of teaching and learning (Sparks, 2002),
specifically that of the theory of situated cognition.
and third, it should enable the transformation of teachers’
Vygotsky’s sociocultural theory proposes that learning
knowledge into praxis. As Johnson (2006) maintained,
happens through experience, communication, contact,
teachers’ knowledge will transform into praxis “when
and interaction with others. The situated cognition
teachers have multiple opportunities to connect their
theory proposes that learners should be exposed to
ways of knowing to theory, both emic and etic [inside the
authentic, real-life educational environments where
classroom with the students and outside the classroom
they can meaningfully put into practice what they have
with other teachers], through modes of engagement that
learned (Krishner & Whitson, 1997). Such an environment
lead to praxis and, more importantly, when they are
was central to this case study; that is, the participants
deeply embedded in communities of practice” (p. 242).
underwent a learning process by engaging in real-life
situations associated with the practice of team teaching.
Hence, this study sought to understand whether teachers
who engage in team teaching change their classroom
Additionally, through an interpretivist perspective, the
practices to improve students’ learning outcomes and
author constructed meanings for the terms PD and
consequently change their attitudes and beliefs when
teaching knowledge based on their characterization by
they become aware of their students’ progress (Guskey,
extant formal theory, her prior understanding of them,
2002). The author investigated whether team teaching,
her personal views, and her own experience as a non-
as a collaborative activity, could serve as a means for
native English teacher who has done team teaching
constant improvement of teaching and learning, because
and found it a viable alternative for PD and a route for
it is usually applied over relatively long periods of time
acquiring new teaching knowledge. Thus, the author
(weeks, months, semesters) and directly in the educators’
developed connections between her ideas and those of
professional contexts. Thus, this study is sympathetic
other studies. In this way, the present study adopted what
to Sparks’ (2002) claim that “one of the most obvious
Butin (2010) called “an interpretivist perspective [that]
and direct ways to improve teaching is to have teachers
assumes that the world is not simply ‘out there’ to be
continuously work with others to improve the quality of
discovered, but an ongoing story told and refashioned by
their lessons and examine student work to determine
the particular individuals, groups, and cultures involved”
whether those lessons are assisting all students to achieve
(p. 60). He argued that “an interpretivist researcher is, for
high levels” (p. 99).
better or worse, already part of the story about the truth
because she is the one examining it and describing it” (p.
It was also important to determine whether team
60). Accordingly, the author became part of the meaning-
teaching can act as a bridge between theory and practice
making process as she conducted the study, combining
and whether it conforms to the defining characteristics
her perspective on the phenomenon under investigation
of communities of practice (COPs). Discussing Wegner’s
with the stories told by the participants.
(1991, cited in Johnson 2006) concept of COPs, Johnson
(2006) stated that “the knowledge of the individual is
Based on the important conceptualizations of PD developed
constructed through the knowledge of the communities of
by Guskey (2002), Sparks (2002), and Johnson (2006), the
practice within which the individual participates” (p. 237).
author accurately identified the types of teacher learning
It is the author’s belief that team teaching reflects major
that emerged from team teaching. Following the central
characteristics of COP. For example, Bauer, Beaulieu, and
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Wobbe (2017) noted that in COPs, “there is a group of people
who have a common interest in something they do” (p.
22); in team teaching, this characteristic becomes visible
when teachers plan together based on common objectives
and a shared desire for the success and effective learning
of students. The same authors identified as a central
characteristic of COPs
“the formation of a community—
those with the common interest get together regularly,
Figure 1: Theoretical Framework
either formally or informally, and collaboratively discuss
and share information” (Bauer, Beaulieu, & Wobbe, p. 22).
IV. Method
Such practices are also undertaken in team teaching, with
the goal of guaranteeing that the teachers involved acquire
This study’s guiding question is how does team teaching
new knowledge, perspectives, and classroom practices from
promote PD for mid-career English as a foreign language
each other; moreover, such information can be immediately
university professors?
put into practice in the classroom, which enhances this
element of COPs. Finally, Bauer, Beaulieu, and Wobbe (2017)
To answer this question, a qualitative case study was
noted that the most important characteristic of COPs is that
performed from January to September 2018. The case
“the sharing of information results in improved practice
study methodology was chosen because the study focused
by the individuals in the community and the development
on the teaching practices of two professors and because it
of common resources” (p. 22). Team teaching provides
sought to describe how the participants engaged in team
these benefits as well. According to Buckley (2000), “team
teaching and the PD they gained from it. According to
teaching improves quality of scholarship and teaching as
Creswell and Poth (2018), a case study is “a qualitative
various experts in the same field or different field approach
approach in which the investigator explores a real-life,
the same topic from different angles and areas of expertise”
contemporary bounded system (a case) or multiple
(p. 11). Team teaching incorporates many characteristics of
bounded systems (cases) over time, through detailed,
COPs; thus, team teaching can be a means of transforming
in-depth data collection involving multiple sources of
teaching knowledge into praxis (Johnson, 2006).
information” (p. 96).
The author also believes that the experiences that arise
This study explored how the participants practiced team
in the classroom setting are best understood by those
teaching using two data collection methods, namely semi-
who participate in it. As Darling-Hammond, Wei, Andree,
structured interviews and classroom observations. Using
Richardson, and Orphanos (2009, cited by Morrell, 2017)
two data collection methods “ensures that the issue is not
put it, “The best professional learning opportunities for
explored through one lens, but rather a variety of lenses
teachers are ongoing, are teacher-led, and connect directly
which allows for multiple facets of the phenomenon to be
to classroom practice” (p. 459). Precisely team teaching is
revealed and understood” (Baxter & Jack, 2008, p. 544).
able to incorporate these elements to accomplish effective
PD, as this study intended to show.
4.1 Participants
On this basis, this study investigated which types of PD
Arturo and Miguel (pseudonyms) were the study’s
proposed by Guskey (2002), Sparks (2002), and Johnson
participants. The two of them are university English-
(2006) emerge when team teaching is undertaken. The
language professors who are non-native speakers of
author believes that team teaching embeds teachers in a
English. The participants had team taught UCR’s English
social community characterized by multiple opportunities
Leveling course for students newly admitted to the
to share teaching-related ideas, visions, theories, and
English-teaching major. The professors are faculty in the
strategies.
English-teaching major at the University of Costa Rica,
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West Branch, in the Department of Arts and Sciences,
Coding was performed in light of the conceptualizations
and they each have more than five years of teaching
of PD proposed by Guskey (2002), Sparks (2002), and
experience. There is a strong connection between the
Johnson (1998, 2006). Accordingly, the author looked for
author and the institution where the case study took
instances (during the interview or during the classroom
place. She is currently a faculty member at this university
observation) that could be coded as change of the
and has worked with the participants. Furthermore, the
classroom practices, change in the learning outcomes
author and one of the study participants initially created
of students, and change in the attitudes and beliefs
and implemented the English Leveling course and they
of the professors (Guskey, 2002). Statements by the
too engaged in team teaching to teach it.
participants that indicated that continuous improvement
of teaching and learning (Sparks, 2002) had occurred and
4.2 Data Collection
that teachers engaged in praxis (Johnson, 2006) were
highlighted. Additionally, classroom observation was
Data were collected by interviewing each participant
used to observe additional instances that aligned with
online following a semi-structured interview protocol
the codes.
(Appendix A). Additionally, one classroom observation
was performed online following an observation checklist
According to Stake (1995), this type of coding is
(Appendix B).
appropriate to case study research. He termed it direct
interpretation and defined it as the moments when the
The lesson observed was video recorded. This offered the
researcher looks for specific instances to code and draw
author the opportunity not only to fill in the checklist but
meanings from. In other words, the author did not wait
also to review different parts of the recording at will and
for a series of similar occurrences to happen in order
cross-check it against the notes she took during the class.
to make meaning from them; rather, one instance was
sufficient.
Each interview was audio recorded and transcribed. Each
transcription was sent to the participants so they could
After coding, the next step was developing and assessing
check it, verify it, and add information if necessary.
interpretations. To complete this stage, a colleague
familiar with the coding system, study, and context was
4.3 Data Analysis
asked for feedback. Based on the ensuing discussion,
unclear coding was either discarded or reinterpreted.
The data were analyzed following Creswell and Poth’s
(2018) data analysis spiral. Creswell and Poth (2018)
The last step in the spiral is representing and visualizing
recommended reading and memoing emergent ideas, so
the data. This step was performed by describing how
the author took notes consistently and read the interview
each theme was evidenced by the participants’ interview
transcripts multiple times. She viewed the video recording
responses regarding their classroom practices. For
of the class three times, each time noting additional
credibility purposes, direct quotes were used to highlight
emergent ideas. Creswell and Poth (2018) advised
the author’s thinking process and her arrival at the
describing and classifying codes into themes, which they
interpretations.
described as the essence of qualitative analysis. For this
step, the author composed a thick description of the class,
V. Results
which was inspired by the codes and themes identified in
the previous step, and interpreted the data based on her
To answer the research question about how team teaching
own perspectives and those of extant studies (Creswell
promotes PD, the researcher created a list of four themes
& Poth, 2018).
that reflect her beliefs on what PD should aim for or
provoke in educators when immersed in PD practices.
These themes, which also reflect Guskey’s (2002), Sparks’
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(2002), and Johnson’s (2006) concepts of PD, were as
of you doing something you regularly did and
follows: change in classroom practices and in students’
realizing it was not effective was truly enriching
learning outcomes, change in professors’ attitudes and
and eye opening, it made you want to change
beliefs, continuous improvement of teaching and learning,
immediately. And this happened every day at
and teachers’ knowledge transformed into praxis. The
some point or the other.
following section presents how the analysis of interviews
and classroom observation align in different ways with
Guskey (2006) states that high quality teachers arise from
the theory presented in the literature section.
instances of transformative change. These changes go
beyond the learning of new knowledge and skills, but the
5.1 Change in Classroom Practices and
idea is to go deeper and achieve change in the assumptions
Students’ Learning Outcomes
and beliefs teachers may have carried along for years. It
could be Miguel would not go through a transformative
Both participants stated that they changed their
change had he not been able to reflect on the outcomes
classroom practices based on what their partner did
of his teaching and Arturo’s. Team teaching offers this
or the feedback given by their partner during class
type of showcase that allows for superior professional
time or during meetings. But more importantly, they
development.
changed because they could evidence impact on students’
outcomes. This aligns with Guskey’s (2002) suggestion
5.3 Continuous Improvement of Teaching
on professional development being successful when it
and Learning
can guarantee teacher’s will achieve one of their most
relevant goals, i.e teachers make changes if they can
Both participants explained that they created checklists to
observe positive student outcomes. Arturo explained his
assess each lesson, the students’ performance, and their
initial frustration regarding the slow pace of the class
colleague’s performance. Every day, either before or after
when Miguel (his partner) was leading. Arturo was used
the class, they conducted what they called “calibration
to teaching advanced students, and Miguel had more
sessions.” Using a checklist of their creation, they assessed
experience with beginners. Arturo reported:
the strengths and weaknesses of the class in terms of
students’ outcomes, teachers’ performance, and use of
I knew I had to change to get through to the
materials. Arturo states:
students. Miguel was of great help because we
talked about it and during class, when I was
Normally, when you are on your own you don’t
leading, he would do signals with his hand telling
have much time to think about what you did in
me to slow down, after a while I caught up and I
the class, you have to check papers, you have
saw more acceptance from the students.
to plan lessons, to plan exams. So, I know it’s
not the ideal situation, but you don’t even get
5.2 Change in Attitudes and Beliefs
5 minutes to reflect on what you did. But with
this experience, we used to have what Miguel
Arturo said that he noticed his fast pace caused
started calling “calibration sessions.” So we met
students to ask Miguel questions about things he had
for about 5- 10 minutes and then we analyzed
just explained. When Miguel was leading, the opposite
what we did. These short meeting were really,
happened; students actually understood the content and
really enriching. So, compared to lessons where
were able to do the follow-up exercises. Miguel stated:
I am the only one teaching, team teaching is
much more valuable. In the calibration sessions,
Seeing someone else teach in a way that I had not
we would assess each other’s performance when
thought about and realizing how well it worked,
teaching, the materials we used, and students’
and on the contrary, having someone in front
participation and engagement. We then could
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decide what we could keep using because it
Another limitation within this study is that the author
worked well, what we couldn’t repeat or what
did the codification process alone. Although she consulted
we could improve.
with a colleague familiar with the codification process
and the study, this person was not fully trained in these
5.4 Teachers’ Knowledge Transformed into
specific codes to validate the author’s interpretations.
Praxis
VII. Conclusions and Implications
Various elements of teaching practice, such as calibration
sessions, the sharing of classroom space (evidenced in the
This study explored how two UCR English professors
classroom observation), sharing feedback, and engaging in
engaged in PD opportunities while team teaching UCR’s
spontaneous conversations to make on-the-fly decisions,
English Leveling course. To explore this phenomenon, the
showed how team teaching incorporates the benefits of
researcher interviewed each participant and observed
COPs. For example, during the classroom observation,
one of their classes. The data were analyzed in light of
Arturo and Miguel were having a conversation while
the PD conceptualizations proposed by Sparks (2002),
Miguel held a paper in his hand. When asked about this,
Guskey (2002), and Johnson (2006).
they explained that because the class would soon come
to an end, they were assessing whether it was better
According to Guskey (2002), teachers who change their
for students to complete the next exercise at home.
classroom practices do so because they are convinced the
Additionally, they stated that making decisions was
change will improve students’ learning outcomes. When
significantly easier when they could do so collaboratively,
such changes have the anticipated effects, this causes a
especially with someone who was equally involved in the
change in teachers’ attitudes and beliefs. Through team
situation. They highlighted shared decision-making as one
teaching, the study participants implemented new and/
of the most valuable benefits of team teaching. Finally,
or modified classroom practices that changed students’
when asked to compare their experience teaching alone
outcomes and consequently changed the participants’
and team teaching they agreed the immediate feedback
attitudes and beliefs.
they got from their colleague was enriching and made
them reflect on their practice; and this did not happen
Furthermore, the participants felt that their learning
when teaching alone, since there was no other teacher
through team teaching was ongoing, because they met
in the classroom to offer other ideas and/ or suggestions.
every day after class to debrief and plan. They were able
to take advantage of all the benefits associated with COPs
VI. Limitations
as they engaged in team teaching. Additionally, they
shared information that resulted in improved practice, the
Additional case studies of team teachers should be
most important characteristic of COPs (Bauer, Beaulieu,
conducted to complement this study. Studies of teachers
& Wobbe, 2017). According to Johnson (2006), teachers
who have conducted team teaching in a variety of settings
need to turn their theoretical knowledge into praxis. She
would enlarge the knowledge and reach of this study.
maintained that this can be achieved most effectively
However, as the extant literature suggests, such contexts
through COPs. In these communities, teachers have a
may not be available for study. It seems that team teaching
variety of opportunities to make connections between
is an uncommon practice; nevertheless, more exploration
theory and their teaching practices. As a COP, team
of this practice is necessary; meaning that, it is possible
teaching incorporates these practices, and this was
others are doing team teaching and not reporting on
evidenced by the participants’ practices.
their experiences and the benefits and challenges they
obtain from it.
According to Sparks (2002), instead of occasionally
attending PD programs, teachers should engage in
continuous observation, feedback, and reflection to
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enhance their professional growth. This practice aligns
Ideally, the findings of this study will serve as a foundation
with the idea that teacher improvement happens when
for future research on team teaching as a source of PD as
teachers work together to examine each other’s work and
well as on potential forms of training for team teaching.
their students’ learning on a daily basis (Sparks, 2002).
Moreover, by studying how professors understand the role
During the interview, the participants described their
of team teaching in their professional growth, curriculum
daily preparation for each class. They explained that after
developers, teacher educators, researchers, in-service
each class, they typically shared a one-hour ride home,
teachers, and other professionals interested in the field
during which they discussed their plans and lessons. They
can start to integrate this practice into their programs of
also explained that they used WhatsApp daily to share
study, classroom lessons, and fields of research.
ideas and ask each other questions. They pursued these
activities in addition to their regular formal meetings
This study could be used as a foundational effort to
before or after each class.
promote team teaching in higher-education classrooms
as a means of enhancing professional growth. The author
When asked to describe their experience of team teaching as
believes that if teachers are trained in team teaching
a whole, the participants used words like innovative, because
from the time of their undergraduate teaching programs,
they were unfamiliar with this form of teaching. They
they can apply the strategy throughout their professional
described team teaching as enriching, because they learned
lives and thus obtain the proven benefits of this practice
every day from each other, the students, and their own
(Buckley, 2000; Sandholdtz, 2000).
experiences. They used the word repeatable, because they
looked forward to team teaching again. The participants asked
The author intends to continue interviewing teachers
the author to present her findings to the vicerrectoria (the
who practice team teaching. More information about
university section in charge of implementing and approving
the benefits and drawbacks that team teachers have
curricular changes) as a means of encouraging more team
encountered in their practice is necessary. It would be
teaching at the university. This again confirms the value
desirable to understand how teachers collaborate in a
of team teaching, because it is well known that motivation
variety of national contexts. It is important to determine
promotes learning. Lastly, the participants recognized
whether cultural factors play a role in the success of team
that team teaching is not easy. Creating an environment
teaching. Other lines of research that are relevant to this
that reflects the principles of respect, professionalism,
topic would address the many techniques teachers use to
humility, tolerance, acceptance, and earnest engagement
plan, evaluate, and teach together. Finally, understanding
in work is a necessity of team teaching. To ensure this,
students’ perspectives on having two teachers in the
they recommended setting rules and holding calibration
classroom could play a major role in expanding the
sessions in which teachers put these principles into
benefits of team teaching.
practice. Furthermore, it is necessary to establish rules
that ensure openness to constructive criticism, honesty
University professors have expressed that they lack
and straightforwardness with one’s colleague, and loyalty
sufficient opportunities to engage in PD. This study
to one’s colleague in the face of criticism from students.
has shown how regular involvement in team teaching
Although team teaching is not a new practice, it has been
can enable educators to expand their knowledge and
underused and underestimated. This study addresses this
improve their practice. Team teaching offers professors
gap by providing evidence of how professionals implement
a COP context in which they can share, discuss, and
the practice and the assets they gain from it.
implement teaching knowledge. Finally, this teaching
strategy offers an opportunity for highly contextualized
Finally, through team teaching, professors can engage in
professional growth, without the need to invest extra
PD and, as a result, acquire new teaching knowledge in a
time in traditional PD programs.
contextualized setting. They can do so without sacrificing
time to traditional PD programs, because team teaching
can be incorporated into their existing teaching duties.
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VII. References
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research: choosing among five approaches (4th
Arkoudis, S. (2006). Negotiating the rough ground
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Davison, C. (2006). Collaboration between ESL and
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doing it right? International Journal of Bilingual
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strategies: creating and nurturing collaborative
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Desimone, L. (2009). Improving impact studies of
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Baxter, P., & Jack, S. (2008). Qualitative case study
Educational Researcher, 38(3), 181-199. https://
methodology: Study design and implementation
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for novice researchers. The qualitative report,
Dove, M., & Honigsfeld, A. (2010). ESL coteaching and
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leadership and enhance student learning. TESOL
Bettencourt, M. L., & Weldon, A. A. (2011). Team teaching:
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Freeman, A & Johnson, K. (1998). Reconceptualizing
Borko, H. (2004). Professional development and
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Johnson, K. E. (2006). The sociocultural turn and its
Bowles, P. D. (1994). The Collaboration of two professors
challenges for second language teacher education.
from two disparate disciplines: What it has
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taught us. In Symposium collaboration pays
off: an advance program for at- risk- college
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faculty and institution. San Diego, CA. https://
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eric.ed.gov/?id=ED386744
native and non-native English teachers in Korea.
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Buckley, F. J. (2000). Team teaching: What, why and how.
Thousand Oaks, CA; Sage.
George, M. & Davis, P. (2000). Team Teaching a Graduate
Course. Case study: a Clinical Research Study.
Butin, D. W. (2010). The education dissertation: A guide
College Teaching 48 (2).
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Guskey, T. R. (2002). Professional development and
Sparks, D. (2002). Designing powerful professional
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development for teachers and principals. Oxford,
OH: National Staff Development Council.
Kirshner, D., & Whitson, J. A. (Eds.). (1997). Situated
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Tajino, A., & Tajino, Y. (2000). Native and non-native:
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Morrell, E. (2017). Toward Equity and Diversity in Literacy
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Appendix A
Semi- structured Interview Protocol
Interview Procedure
TOPIC DOMAIN #1: Teacher Reflection
Initial General Questions to get some information about the Professor and the Course.
1. Can you briefly describe what this course is about and how you became one of the teachers?
Lead off questions
1. Tell me what a typical class is like?
Back up question:
1. Can you tell me about some memorable moments while teaching last summer?
2. In a few words, how was your experience teaching the leveling course last summer?
3. How did you feel about going to teach every morning? Or what were your thoughts about the day you had ahead?
Covert Categories: Positive feelings, frustrations, challenges, teacher identity, reflection, making changes to improve
Follow up questions
1. Can you describe a difficult, challenging moment you had in class?
2. If you could change anything about the course what would it be?
3. Can you think of a way you could have solved this situation in a better way?
4. How are your classes in this course different from when you teach other courses?
5. If you could make a list of adjectives to describe this course, what words would you use?
6. What are some things that happened that let you know students were or not enjoying/ learning in the course?
7. How do you think you are a better/ or not teacher after being part of this course?
8. How do you think you are a better/ or not person after being part of this course?
9. In one or two sentences, what would you say to future teachers of this course?
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TOPIC DOMAIN #2: Team Teaching
Lead off questions
I understand you met with Arturo every afternoon after teaching the course to plan and prepare for the next day,
could you tell me how these meetings usually developed. Did you follow any specific agenda?
Back up questions
Can you tell me how you planned the one class you previously described as memorable? Do you think it was the
planning or the teaching that made it memorable?
Covert categories: Teacher Identity, power issues (who takes the lead, when, why), peer feedback, flexiblity towards
others’ opinions, suggestions, ideas, openess towards criticism from peer and towards peer, coplanning: procedures,
advantages, disadvantages.
Follow up questions
1. How was it like to plan as a team?
2. Can you describe a moment when you did not agree with an idea proposed by your colleague? How did you
communicate with him at this time?
3. What would you do when a student didn’t understand your instructions or was not following instructions properly?
4. Can you describe a time that you found particularly difficult to share classroom space?
5. Can you think of a time when Arturo helped you in any way to improve as a teacher? Maybe not directly, but by
something he did differently, that you now think about doing in your classes also.
6. Did Arturo ever tell you about something you did, that he liked and would try out in his classes?
7. What would you do when a student didn’t understand your colleague’s instructions or was not following instructions
properly?
8. If you could plan each class individually would you do it? How would you then share your planning with the other
teacher?
9. If you could teach any of the classes differently, what would you do?
10. Have you ever done team teaching before this time? How was that experience?
11. What recommendations would you give to teachers that engage in team teaching?
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Appendix B
Observation Checklist
The observation is done for a one -hour class video recording. Because it is recorded the researcher will have the
chance to pause the video, describe and interpret what is happening and transcribe specific instances that highlight
the observed situations. The observer will focus on the following:
Instances
Comments
Teachers’ Roles
Miguel
Arturo
Teaching skills (movement around the class, tone of voice, asking
and responding questions, addressing students)
Content knowledge (proficiency about the content being taught)
Interactions among each other
Level of participation (who is in charge or is teaching time shared),
interest
Power relations (decision making, answering questions, helping
students)
Problem Solving (comfortable to address student problems)
Instances of collaboration
Attitude towards colleague (interruptions, addresses him, includes
him in the lesson, etc)
Classroom environment Engagement and energy level among the
professors.
Classroom rules
