Education Team Teaching Provides Multiple Benefits
Overview of Team Teaching in Corporate Settings Team teaching in the classroom is a concept that is gaining popularity. However, much of the research conducted on team teaching has focused on the benefits of team based teaching in the educational or academic classroom rather than in the corporate setting (Fink et al. 2002; Chizmar & Walstad, 1994). Despite this many of the principles associated with team teaching can be applied equally well to the corporate or academic environment. The benefits associated with team teaching include greater collaboration, cooperation, knowledge sharing and enthusiasm on the part of teachers and students (Fink et al. 2002).As researchers gather more knowledge about the benefits of team teaching, its use in corporations large and small will likely grow, much like team based learning and focus groups have grown in organizational settings (Fink et al. 2002). Hartley & McKeachie (1990) note the discipline of teaching has long been studied, with researchers attempting to refine instructional settings and adapt them to various settings including the corporate setting. Early efforts in this area emphasize various techniques or strategies and curricula, including highlighting a hierarchical curriculum t
Deming (1986) suggest and approach encouraging greater quality will result in less dependence on stringent principles, more leadership, the elimination of barriers to success and understanding and improved constancy of purpose and service delivery (p. Logic Behind Current Rules/Regulations Most corporations justify their current practices and policies on teaching in unjustifiable ways. (2002) notes the benefits of team teaching for teachers is much the same as benefits offered to students in team based learning environments. Chizmar & Walstad (1994) propose team teaching as a way to promote greater use of active modes of teaching, as a method that can create learning communities and increase collaboration, and as a method of developing more personal contact between student's and faculty. Over time however, more researchers are beginning to acknowledge the potential of various teaching methodologies to inspire greater participation and success. Team-teaching however, is not an idea that corporations have eagerly embraced or in many cases, even acknowledged (Fink, et al. This provides students with the greatest possible access to a wide range of information without fatiguing the primary teacher. Bergen (1994) notes team teaching requires a new paradigm that involves more planning and evaluation and can result in more sophisticated teaching while encouraging teachers and other staff to work in more cooperative ways (Bergen, 1994). For example, corporations often believe it is vital they work to constantly improve processes and break down barriers to communication; however they believe to constantly improve their systems, they must first control them while at the same time reducing overhead or extraneous expense (Chizmar & Walstad, 1994). Team teaching may also lead to less burn out from teachers, especially instructors engaged in lengthy discourse or long sessions with students (Fink, et al 2002). This logic however, does not take into consideration the needs of the customer in the past present and future, the customer being the employees, the team leaders and teachers and ultimately the organization (Deming, 1986). Team based teaching also provides teachers the opportunity to provide new and interesting insights from their partner, and elicit more feedback in a small group setting (Fink, et al.
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