Teachers’ effective teaching behaviour during team teaching: A video-based observation study

While effective teaching behaviour is crucial for students’ academic outcomes, little research has been conducted on it in team teaching. The limited research is primarily based on self-reported data from teachers, which may not fully capture actual teaching practices. This qualitative study addresses this gap by employing video-based observation data from twelve teams engaged in team teaching. The ICALT observation instrument (Van de Grift, 2007) is used to assess teachers’ (n = 27) effective teaching behaviour in team teaching. The findings indicate that teachers generally exhibit effective teaching behaviour during team teaching. Moreover, through horizontal and vertical analysis, the study identifies three distinct categories of teams based on their degree of effective teaching behaviour: (1) struggling, (2) complementary, and (3) excelling teams. These findings provide valuable insights into the nuances of team dynamics and their impact on teaching effectiveness.