Abstract
This paper examines the impact of team-teaching pedagogies in the context of a capstone course in a residential college based in a Singapore university. The capstone experience in this college is part of the general education curriculum offered to resident undergraduates. Designed to provide an opportunity for transdisciplinary research collaboration, the capstone requires the multidisciplinary student research team to work closely with a community partner on a local need or problem under the supervision of college faculty. Drawing on the authors’ experiences of co-supervising two disparate capstone projects centred on disability accessibility in Singapore, this paper examines the implications of team-teaching for both teacher development and student learning. Despite being resource-intensive, prior studies highlight team-teaching as a means of fostering accountability and professional development for teachers involved. The synergistic nature of team-teaching allows for a range of perspectives, provides opportunities for exchange, challenges traditional teaching practices and introduces alternative pedagogical approaches. This reflexive exercise extends earlier studies of team-teaching by examining how the authors negotiate and integrate their expertise with one’s strengths in conceptual and research knowledge, and the other’s, in familiarity with the community. Team-teaching pedagogies here are applied in a transdisciplinary research context wherein students gain a comprehensive understanding of a topic, and develop research skills. This paper contributes to the ongoing discourse on innovative pedagogical practices and suggests that team-teaching in a research-based course not only enhances the supervision experience but also empowers students to become critical thinkers who take ownership of their learning and personal growth.
Author Information
Lavanya Balachandran, National University of Singapore, Singapore
Angie Tan, National University of Singapore, Singapore
Comments
Powered by WP LinkPress