It used to be called team teaching, but that term is now used less often to describe the collaboration of colleagues when they jointly teach the same course. Multiple instructors may be involved in the course, each delivering a freestanding module; or two instructors may do the course together, each in class every day with all course activities and assignments integrated. And there are variations of each of these models.
It’s not “serial teaching” or “a lot of little mini courses stuck together” or “sequenced solo teaching” as team teaching too often is, but rather teaching where “we are both planning, we are both making sure we understand the material as it needs to be presented, and we are both standing up there.” That’s how
If you’ve thought about team teaching with a colleague, you’ve no doubt already considered some of the positives (collaboration, collegiality, work sharing) and the potential negatives (conflict, inconsistency, unequal division of labor).
The past couple of days I’ve been wading through a fairly dense article on “dialogic pedagogy” as applied to team teaching. The authors, who have been collaborators since the early 1990s, team teach a 400-student introductory sociology course. They don’t team teach like most faculty do—they do what they describe as “joint” rather than “sequential” lectures. I’ll probably end up writing about their approach in the newsletter.