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When teachers engage in transnational higher education, exposure can challenge their existing beliefs and expand their understanding of effective pedagogical approaches. Collaborative teaching can influence teachers’ beliefs through collaboration and interactions. Thus, this study investigated changes in Chinese university teachers’ epistemological beliefs and beliefs about teaching and learning by addressing the following research questions: Are there any changes across time in beliefs about epistemology, learning, and teaching among teaching faculty members working in transnational higher education (TNHE)? To what extent do epistemological beliefs and beliefs about teaching change among teaching faculty members working in TNHE? Both qualitative and quantitative methods were used during the 2018–2022 academic years. A paired sample t-test revealed significant improvements in constructivist teaching (CT), innate ability (IA), and authority knowledge (AK). The semi-structured group interviews provided supporting evidence. The findings demonstrate that sharing and collaboration can promote changes in teachers’ epistemological beliefs and their beliefs about teaching and learning. Chinese teachers tend to develop more constructivist and student-centered beliefs after working with foreign colleagues. Transnational faculty collaboration promotes professional growth and diverse thoughts. By using mix-method examination of teachers’ epistemological and pedagogical beliefs within the TNHE context, this study provides empirical evidence supporting the development of tailored professional development opportunities.

This study examines the developing collaborative teaching capacity for language pedagogy students in Vietnam. Collaborative teaching is one of the effective teaching methods that helps improve the quality of education, comprehensively develop learners' capacity, and meet the requirements of modern society. This study aims to investigate the relationship between impact strategies and the development of collaborative teaching capacity. A survey was conducted on 350 fourth-year students of Ho Chi Minh City University of Education, An Giang University, and Dong Nai University. Two main elements of collaborative teaching capacity are the capacity to develop lessons and the capacity to organize reading comprehension lessons in a cooperative manner. Questionnaire, observation sheets, and exercises are used to collect data. In addition, SPSS statistical tools show that the impact results have had significant effects on developing collaborative teaching capacity. Moreover, the qualitative analysis method reveals that the following impact strategies have a significant influence on teaching: (1) process to develop collaborative teaching capacity in reading comprehension lessons; (2) develop a system of exercises to practice the component skills of co-teaching capacity; (3) flexibly apply the combined online and face-to-face teaching method, which has a certain influence in teaching. The study’s results hold theoretical and practical significance, such as policy planning in relation to education innovation, teaching method improvement in pedagogical universities, and literature students in efforts to develop learning capacity.

Information and communications technology (ICT) has bridged the gap between students and universities during the COVID-19 pandemic. As COVID-19 brings pandemic pedagogy to transnational higher education (TNHE), the emergent response of Chinese universities to this disruption to education has been to update practices to tackle the pedagogical and contextual differences in transnational education. However, few studies have examined the impact of the pandemic on TNHE through the lens of the socialization, externalization, combination and internalization (SECI) model and investigated the extent to which teaching faculty can co-construct knowledge in collaborative teaching with the assistance of ICT. This study uses the theoretical framework of the SECI model to explore whether collaborative teaching was effective in TNHE during COVID-19. A quantitative questionnaire is conducted to examine the joint knowledge production by adding information technology utilization to the four knowledge-creation and knowledge-conversion processes. Finally, the study explores a SECI knowledge-creation model with technology integration for discussing collaborative teaching quality during COVID-19. The results imply that collaborative teaching management can be linked to the multidimensions of knowledge generation and transfer. It also recommends that pedagogical knowledge and technological expertise can enhance instructional design and teaching practices from the knowledge perspective and achieve sustainable development in THNE.

Increasingly, New Zealand primary and intermediate schools are adopting the concept of flexible learning spaces and promoting team teaching approaches. Such open spaces and pedagogy can be challenging for even experienced teachers to adapt to. Is it realistic, therefore, to expect novices to work successfully in these challenging spaces from the onset of their teaching careers? Initial Teacher Education (ITE) programmes in New Zealand equip graduates with the knowledge and skills to plan, teach and evaluate learning for a diverse class of children with individual learning, social and cultural needs. However, while researching their own practice working within new spaces and pedagogy, some experienced Bay of Plenty intermediate and primary teachers articulated additional necessities for beginning teachers starting out in such complex teaching environments. Analysis of their ideas suggests such spaces require teachers to have particular capabilities if they are to work collaboratively in open learning spaces. This paper argues that ITE programmes and leaders need to be proactive and include appropriate theoretical and pragmatic coursework, to assist student teachers to cultivate the capabilities required of collaborative team members, by the time they graduate.

Guaranteed Success for the Co-teaching Classroom Following the success of the first edition, Co-Teaching That Works: Structures and Strategies for Maximizing Student Learning, Second Edition is here to provide actionable advice to co-teachers seeking to utilize one another's strengths. Unlike other co-teaching books, this manual is written for every possible educator combination—not simply general educators. You'll find sections on everything from co-teaching in literacy and speech-language therapy to special education and technology so that, no matter what subject matter or expertise, you'll be prepared to co-teach. This book is written to provide concrete, actionable advice, including: * Co-Teaching Roll Out Plans * Leadership Guidelines * Relationship Development * Best Co-Teaching Models * Specially Designed Instruction * And more Educators will have the opportunity to learn from other experienced co-teachers who share their personal stories, tips, and tried-and-true co-teaching techniques that lead to student success. Their creative, time-efficientapproaches will revolutionize the way you view your classroom teaching strategies and enhance your ability to collaborate with other educators. Whether you are planning to build your co-teaching strategy from scratch or just looking to refine your current approach, Co-Teaching That Works will undoubtedly be a priceless resource to have in your professional toolbox.

This research investigates the role of collaborative learning in enhancing the technological skills of physics teachers. Using the technological pedagogical content knowledge (TPACK) framework, a year-long training program integrated mobile applications into physics education, aiming to boost teachers’ technology proficiency and foster team-based teaching methods. Teachers engaged in structured sessions with hands-on activities, collaborative projects, and regular feedback, enabling them to effectively incorporate technology into their lessons. The findings highlight significant advancements in teachers’ confidence and competence with mobile apps, creating engaging and impactful learning experiences for students. Moreover, the collaborative nature of the program fostered a professional community among teachers, encouraging ongoing improvement and mutual support. This study underscores the transformative power of integrating technology into physics education when paired with proper resources and collaborative efforts, demonstrating its potential to elevate teaching practices and enhance student learning outcomes. With proper support and resources, teachers can use technology to improve their teaching.

This book provides a concise and comprehensive overview of the practice of coteaching, including its benefits and educational and social implications. Coteaching plays an important role in enhancing the experience and effectiveness of pre-service and in-service teachers during school experience at a time when teacher retention rates are a concern both nationally and internationally. Traditional practice in school experience, generally comprising observation followed by complete take-over of classes, has not altered in more than a century, despite significant changes in the role of the teacher, the needs of students, the learning environment and the functioning of schools. Coteaching provides a pedagogy which supports pre-service teachers more actively and promotes teacher professional development, as they work together in co-planning, co-practice and co-evaluating lessons during school-based experience. Co-teaching in Teacher Education is part of the successful Critical Guides for Teacher Educators series edited by Ian Menter.

Interdisciplinary collaboration (IDC) faces several long-standing challenges including poor teamwork, resistance to socialization, inadequate attention given to learners' abilities, incomplete reporting, lack of quality methodology, and vague understanding of reflexivity. In an attempt to tackle these challenges, the purpose of this case study was to report an interdisciplinary educational-research collaboration (IDERC) involving two faculty members (NS and SA) from different departments who were simultaneously instructing a master’s student (St) in two separate courses. The methodology involved addressed the learning needs of St in two concurrent courses as well as fulfilling particular research activities. A few different reflection-gathering tools were adopted to elicit the two participants’ (SA and St) views on the impacts of the IDERC. Thematic analysis of SA’s interview concerning her experiences with the IDERC indicated that she was motivated by a range of personal, educational, and research factors. It also showed her positive outlook on how a similar IDERC could benefit faculty members and students as well as knowledge development. SA also went through the reasons why educators may be hesitant or resistant to deal with IDC. When probing St’s experiences with the IDERC incorporated inside his class tasks and an open-ended questionnaire, he not only highlighted the educational and research outcomes he gained, but also mentioned how he was influenced by the instructors' socialization behavior. Regarding the requirements of an IDC, St's main focus was on successful implementation and prioritizing efficiency. Suggestions are provided as to how this collaboration can be extended to larger contexts.

Benefiting from the advances in object detection in remote sensing, detecting objects in images captured by drones has achieved promising performance in recent years. However, drone-view object detection in rainy weather conditions (Rainy DroneDet) remains a challenge, as small-sized objects blurred by rain streaks offer a little valuable information for robust detection. In this paper, we propose a Collaborative Deraining Network called “CoDerainNet”, which simultaneously and interactively trains a deraining subnetwork and a droneDet subnetwork to improve the accuracy of Rainy DroneDet. Furthermore, we propose a Collaborative Teaching paradigm called “ColTeaching”, which leverages rain-free features extracted by the Deraining Subnetwork and teaches the DroneDet Subnetwork such features, to remove rain-specific interference in features for DroneDet. Due to the lack of an existing dataset for Rainy DroneDet, we built three drone datasets, including two synthetic datasets, namely RainVisdrone and RainUAVDT, and one real drone dataset, called RainDrone. Extensive experiment results on the three rainy datasets show that CoDerainNet can significantly reduce the computational costs of state-of-the-art (SOTA) object detectors while maintaining detection performance comparable to these SOTA models.

This study aims to gain insight into the experiences of beginning team teaching teams and the dimensions of effective teaching behavior that are perceived as clear added value in their pedagogical practices. Sixteen beginning team teaching teams from twelve different elementary schools participated in team interviews. The more complex dimensions of effective teaching behavior, based on the International Comparative Analysis of Learning and Teaching (ICALT) framework, such as adaptive teaching and activating learning, were perceived as clear added value in their team teaching practices. Meanwhile, the more basic teaching dimensions—including efficient classroom management, providing clear instruction, and creating a safe and stimulating learning climate—were reported to a lesser extent.