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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-efficient approaches 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.

With technology and artificial intelligence playing a growing role in education, traditional co-teaching strategies require an update. The authors offer a revived approach to co-teaching that accounts for pressing topics in today's classroom. PreK–12 teachers will learn to create collaborative co-teaching partnerships and navigate key co-teaching components—such as lesson design, conflict resolution, and communication with stakeholders—with research-backed tools and strategies. PreK–12 teachers as well as school and district leaders can use this book to: * Incorporate digital technology tools such as ed tech and artificial intelligence into lessons * Plan and design co-taught lessons based on research-backed instructional strategies * Understand how to involve specialists in co-teaching planning and decisions * Learn and adopt the mindset and communication skills behind thriving co-teaching partnerships * Establish and cultivate a culture of collaboration with co-teachers and stakeholders Contents: Introduction Chapter 1: Navigating Co-Teaching Partnerships Chapter 2: Introducing Co-Teaching Strategies Chapter 3: Building and Maintaining Co-Teaching Relationships Chapter 4: Synthesizing Efficacy, Attitude, and Essential Agreements Chapter 5: Planning and Designing Lessons Chapter 6: Integrating Instructional Strategies With Co-Teaching Strategies Chapter 7: Co-Teaching in Classrooms Without Boundaries Chapter 8: Integrating Specialists Into Co-Teaching Chapter 9: Co-Teaching in PreK and Early Childhood Settings Chapter 10: Cultivating a Culture of Co-Teaching Epilogue: Moving Forward as a Co-Teacher References and Resources Index

Becoming a PLC is no small feat—it requires years of collaboration and commitment. In this powerful guide, discover ten evidence-based actions to help move your school teams beyond \"PLC Lite,\" and center student agency and efficacy in curriculum, assessment, instruction, and intervention practices. Access sample rubrics, protocols, and templates designed to build a culture of continuous improvement. This book will help K–12 educators: * Learn the ten essential actions to elevate their PLC to the next level * Encourage meaningful student participation through the gradual release of responsibility model * Understand how to evaluate diverse student feedback * Design curriculum and assessments centered on student agency and well-being * Work with the four critical questions of intervention * Explore how the three big ideas of a PLC intersect at the teacher, student, and school levels Contents:

Whether you are new to professional learning communities (PLCs) or experienced in collaborative work, author Rob J. Meyer's guide aims to deepen your understanding and commitment. Based on the fourth edition of DuFour's Learning by Doing, Meyer provides step-by-step guidance, handouts, and keys for facilitators. Through practice scenarios and applications, this resource equips K–12 district and school leaders to effectively propel their teams through the PLC at Work® process. K–12 administrators, instructional coaches, and teacher leaders can use this book to: * Effectively facilitate a group during in-service work * Ensure an accurate understanding of which teams have what responsibilities * Help participants take a close look at whether their work aligns with each of the four critical questions and other essential PLC at Work concepts * Find resources that provide more information in areas where teams need additional education and support * Improve engagement and comprehension for professional learning participants Contents: Introduction Chapter 1: Foundational PLC at Work Concepts Chapter 2: Teams Chapter 3: Collaborative Teams Chapter 4: Critical Question One Chapter 5: Critical Question Two Chapter 6: Critical Question Three Chapter 7: Critical Question Four Chapter 8: Teaching-Assessing Cycle Epilogue References and Resources Index