Team teaching (TT) as professional development (PD): gaining lecturers’ insights via a Modified Version of the reflective approach to teaching practicum debriefing (MVRATPD) strategy

This qualitative study aimed to: (1) determine the types of team teaching (TT) used by lecturers in a new Bachelor of Arts in Teaching Studies programme at a UK university during the programme’s first year, (2) ascertain how lecturers developed professionally through TT, (3) use a Modified Version of the Reflective Approach to Teaching Practicum Debriefing (MVRATPD) to gather their perspectives, and (4) evaluate the MVRATPD as a reflective data collection tool. The questions making up the MVRATPD, plus one addition, were uploaded to the Joint Information Systems Committee (JISC) online platform and used to collect data. Also, three questions asking participants to evaluate the MVRATD were included. Lecturers were selected using stratified convenience sampling, and four completed the Online questionnaire anonymously. The data were analyzed using content analysis through the NVivo software. The findings indicate that lecturers used various TT models and built practical knowledge about teaching and work-related knowledge about patience, teacher isolation and individualism, collegiality, collaboration, and the benefits of TT. Lecturers found the MVRATPD useful as it helps to capture personal reflection on TT. Challenges included requiring careful thought, personalising research issues, sharing personal views and emotions, and recognising colleagues’ strengths and areas for improvement.