Collaborative Teaching in an Intensive Spanish Course

This pilot project was designed to provide professional development to teaching assistants (TAs) and improve undergraduate instruction in an intensive Spanish course through the use of collaboration and experiential instruction. TAs improved their teaching strategies, learned techniques to solve classroom problems, and reported satisfaction from relationships with students and one another. Difficulties for the TAs included finding common planning time, pacing the material, presenting a united front toward students, and handling a high level of novelty in the situation. Undergraduate students in the course reported positive attitudes toward Spanish language and culture and an increase in their ability to use Spanish for communication

Course (navigation · Experiential learning · Mathematics education · Medical education · Novelty · Pedagogy · Professional development · Teaching assistant · Teaching method · Team teaching · Collaborative Teaching and Inclusion · Engineering · Medicine · Psychology · Reflective Practices in Education · Second Language Learning and Teaching

• The impact of instructional development in higher education

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• Students’ Perceptions towards Co-teaching as an Innovative Approach in Teaching Excellence

  Open Access•Yahya Saleh•International Journal of…•2013

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• Uncovering changes in university teachers’ professional networks during an instructional development program

  Open Access•Sara Van Waes, Piet Van Den Bossche et al.•Studies In Educational Evaluation•2015

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• An Interactive, Instructor‐Supported Reading Approach vs. Traditional Reading Instruction in Spanish

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• Experience and Education

  John Dewey•Experience and Education•1963

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• Paris as the First Day of Class

  Open Access•Kathleen Y Ensz•Foreign Language Annals•1988

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• Knowledge and Teaching

  Lee S Shulman, LEE SHULMAN•Harvard Educational Review•1987

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• Collaborative Teaching of a Social Studies Methods Course

  Open Access•Joann Hohenbrink, Marilyn Johnston et al.•Journal of Teacher Education•1997

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• Teachers' Critical Reflection Through Expert Talk

  Open Access•Winston G Emery, Winston Emery•Journal of Teacher Education•1996

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