Implementing team teaching: Exploring effective teaching behaviour and the professional identity of beginning team teachers

Summary

Team teaching has emerged as a promising collaborative teaching strategy to tackle the challenges teachers face in the teaching profession. However, transitioning to team teaching presents challenges for teachers unfamiliar with collaborative practices. Despite its potential, limited research has explored how beginning team teachers experience and implement this collaborative model. This dissertation aims to address this gap by investigating (a) the effective teaching behaviour exhibited by beginning team teachers and (b) the development of their professional identify during the first year of team teaching. Additionally, it explores the impact of formal professional development initiatives on these aspects.