Studying the Effectiveness of Team Teaching: A Systematic Review on the Conceptual and Methodological Credibility of Experimental Studies

IF 8.3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Educational Research Pub Date : 2024-07-26 DOI:10.3102/00346543241262807

Dries De Weerdt, Mathea Simons, Elke Struyf, Hanne Tack

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引用次数: 0

Abstract

The aim of this systematic review is to provide insight into the conceptual and methodological credibility of experimental research designs on the effectiveness of team teaching—a promising instructional strategy wherein two or more professionals collaboratively provide education for a group of students. A total of 31 studies were included. These studies were conceptually and methodologically examined according to two actualized quality-appraisal frameworks. The findings reveal that it remains a challenge to design rigorous experimental studies with clear conceptualizations of key variables related to team teaching. To make convincing claims on the effectiveness of team teaching, there is an urgent need for better-defined quality experimental research. Therefore, we conclude with recommendations for future research, specifically how experimental studies on the effectiveness of team teaching should be conceptually and methodologically implemented to provide policymakers and stakeholders with information for evidence-informed decision-making on educational practices.

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研究团队教学的有效性：关于实验研究的概念和方法可信度的系统回顾

团队教学是一种很有前途的教学策略，由两名或两名以上的专业人员合作为一组学生提供教育。共纳入 31 项研究。根据两个实际质量评估框架，从概念和方法上对这些研究进行了审查。研究结果表明，设计严格的实验研究，并对团队教学相关的关键变量进行清晰的概念化，仍然是一项挑战。要对团队教学的有效性提出令人信服的主张，迫切需要开展定义更明确的高质量实验研究。因此，我们最后对未来的研究提出了建议，特别是应如何从概念和方法上实施有关团队教学有效性的实验研究，从而为政策制定者和利益相关者提供信息，帮助他们在教育实践中做出有据可依的决策。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Review of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

24.10

自引率

2.70%

发文量

期刊介绍： The Review of Educational Research (RER), a quarterly publication initiated in 1931 with approximately 640 pages per volume year, is dedicated to presenting critical, integrative reviews of research literature relevant to education. These reviews encompass conceptualizations, interpretations, and syntheses of scholarly work across fields broadly pertinent to education and educational research. Welcoming submissions from any discipline, RER encourages research reviews in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided the review addresses educational issues. While original empirical research is not published independently, RER incorporates it within broader integrative reviews. The journal may occasionally feature solicited, rigorously refereed analytic reviews of special topics, especially from disciplines underrepresented in educational research.

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