An Examination of Learning Formats on Interdisciplinary Teamwork Knowledge, Skills, and Dispositions

Autor/inn/en	Ivey, Carole K.; Reed, Evelyn
Titel	An Examination of Learning Formats on Interdisciplinary Teamwork Knowledge, Skills, and Dispositions
Quelle	In: Interdisciplinary Journal of Teaching and Learning, 1 (2011) 1, S.43-55 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-592X
Schlagwörter	Interdisciplinary Approach; Teamwork; Graduate Students; Special Education; Teaching Methods; Learning Processes; Conventional Instruction; Blended Learning; Student Characteristics; Student Improvement; Prior Learning; Self Evaluation (Individuals); Questionnaires; Likert Scales; Pretests Posttests + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Vorkenntnisse; Fragebogen; Likert-Skala
Abstract	Although interdisciplinary teamwork is a recommended practice and important for coordinated interdisciplinary programming in special education, there is limited research on pedagogical practices to prepare professionals to work together effectively. This study examined the effectiveness of a graduate interdisciplinary teamwork course taught through two distinct learning formats (week-long face-to-face and hybrid) on graduate students' teamwork knowledge, skills, and dispositions. Using the How People Learn framework (National Research Council, 2000), further analysis was conducted to consider the relationship of students' prior teamwork experiences to their entry-level knowledge and satisfaction with course features. Results indicated that students in both learning formats reported improvements in teamwork knowledge and skills; however, differences in learners' prior experiences and their satisfaction with the course, course structure, assignments, and activities was found. Further examination of pedagogy is needed to characterize how professionals are prepared with knowledge, skills, and dispositions for effective teamwork. (As Provided).
Anmerkungen	Southern University and A & M College. College of Education, Arts and Humanities, PO Box 9983, Baton Rouge, LA 70813. Tel: 225-771-2291; Fax: 225-771-2292; e-mail: coeijtl@subr.edu; Web site: http://www.subr.edu/index.cfm/subhome/36
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01