Instructor and student perceptions in team teaching at Dubai Pharmacy.
Journal name: World Journal of Pharmaceutical Research
Original article title: Perceptions of instructors and students in team teaching in dubai pharmacy college
The WJPR includes peer-reviewed publications such as scientific research papers, reports, review articles, company news, thesis reports and case studies in areas of Biology, Pharmaceutical industries and Chemical technology while incorporating ancient fields of knowledge such combining Ayurveda with scientific data.
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Original source:
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Heyam Ali, Rasha Saad, Babiker El-Haj
World Journal of Pharmaceutical Research:
(An ISO 9001:2015 Certified International Journal)
Full text available for: Perceptions of instructors and students in team teaching in dubai pharmacy college
Source type: An International Peer Reviewed Journal for Pharmaceutical and Medical and Scientific Research
Doi: 10.20959/wjpr20155-3277
Download the PDF file of the original publication
Summary of article contents:
Introduction
The study conducted by Heyam et al. aimed to explore the perceptions of instructors and students regarding team teaching (TT) at Dubai Pharmacy College (DPC), particularly in the context of interdisciplinary courses such as Biopharmaceutics and Physical Pharmacy. The research focused on understanding students' viewpoints about team teaching compared to traditional methods, identifying both advantages and challenges associated with its implementation. Ultimately, the study emphasized the importance of collaborative teaching in enhancing the educational experience while also recognizing the need for further examination of various team teaching models.
Importance of Team Teaching
One of the key concepts discussed in the study is the significance of team teaching as a method to enhance student engagement and learning outcomes. The findings suggested that more than half of the students preferred the team teaching approach over traditional lectures, as it provided exposure to diverse teaching styles and perspectives. This variety not only increased their interest in the subject matter but also fostered critical-thinking skills. Moreover, team teaching allowed students to develop a better understanding by witnessing collaboration among instructors, promoting a sense of unity in learning.
Challenges in Implementation
Despite the recognized benefits, the study identified significant challenges associated with team teaching. A prominent concern was the lack of cohesion and consistency among instructors during lectures, which often resulted in confusion and disengagement among students. Many students expressed a desire for a more unified approach to content delivery, linking various lectures together cohesively. Additionally, instructors faced difficulties in preparing collaboratively, leading to disparities in teaching effectiveness, which ultimately impacted student learning experiences.
The Role of Instructor Collaboration
Another important aspect highlighted in the research is the necessity of effective collaboration among teaching staff for successful implementation of team teaching. The study revealed that for a team teaching model to be effective, all instructors must actively participate in the planning and execution stages. Students' feedback indicated that inconsistent levels of commitment among team members adversely affected the learning environment. As such, an emphasis on cooperation and joint efforts among instructors is essential to ensure a well-rounded and engaging educational experience for students.
Conclusion
In conclusion, the study underscored the potential for team teaching to enrich the learning experience at Dubai Pharmacy College. However, it acknowledged the various challenges that come with such a pedagogical approach, including the need for instructor collaboration and curricular cohesion. To fully realize the benefits of team teaching, further research is recommended, particularly in understanding the skills required for effective teamwork among educators. The insights gathered from this investigation are not only applicable to the context of the study but also provide valuable guidance for other institutions considering the adoption of team teaching methodologies.
FAQ section (important questions/answers):
What was the aim of the study conducted at Dubai Pharmacy College?
The study aimed to identify students' perspectives on team teaching in interdisciplinary courses, analyzing issues involved, and discussing its advantages and disadvantages before implementation.
How many participants were involved in the team teaching study?
The study involved 76 second-year pharmacy students and two full-time faculty members teaching Biopharmaceutics and Physical Pharmacy courses.
What key themes emerged from the study's findings?
Key themes included the generation of interest and motivation, lack of unification in teaching messages, and students' perceptions of good and bad teaching styles.
What were some advantages of team teaching highlighted by students?
Students appreciated exposure to different teaching styles, motivation from varied presentations, and an opportunity to learn from multiple experts in the field.
What challenges did instructors face while implementing team teaching?
Instructors encountered challenges like inadequate preparation, class management issues, and differences in teaching styles that affected student learning experiences.
What further research is suggested based on this study's findings?
Further research should investigate the skills needed for effective team teaching members and the optimal team size for successful implementation.
Glossary definitions and references:
Scientific and Ayurvedic Glossary list for “Instructor and student perceptions in team teaching at Dubai Pharmacy.”. This list explains important keywords that occur in this article and links it to the glossary for a better understanding of that concept in the context of Ayurveda and other topics.
1) Teaching:
Teaching refers to the method or practice of imparting knowledge, skills, and information to students. In the context of this study, teaching encompasses both traditional methods and innovative approaches like team teaching, which involves collaboration between instructors to enhance student engagement and learning outcomes in pharmacy education.
2) Learning:
Learning is the process through which individuals acquire knowledge, skills, attitudes, or preferences. This study highlights how different teaching strategies, particularly team teaching, can impact students' learning experiences and motivation, resulting in more profound engagement with subjects like Biopharmaceutics and Physical Pharmacy.
3) Study (Studying):
Studying is the act of devoting time and attention to acquiring knowledge. Within the context of this study, it highlights the importance of students actively engaging with the material and teaching methods to optimize their learning outcomes in pharmacy courses.
4) Knowledge:
Knowledge refers to the information, understanding, and skills acquired through education or experience. In the context of this research, the focus is on the knowledge imparted through team teaching methodologies in pharmacy education, allowing students to build a deeper understanding of interdisciplinary concepts and their applications.
5) Perception:
Perception denotes the process by which individuals interpret and make sense of information or experiences. In this study, perceptions of students and instructors regarding team teaching are crucial, as these perceptions influence the acceptance and effectiveness of innovative teaching methods in educational settings.
6) Table:
A table is a systematic arrangement of data, often used for comparison and analysis. In this research, tables present statistical data and student responses to Likert scale questions, providing a structured way to convey findings about students' preferences and experiences in team teaching.
7) Field:
Field refers to a specific area of study or professional practice, such as pharmacy education in this context. The study examines team teaching within the field of pharmacy, emphasizing its advantages in interdisciplinary courses and the collaboration of expertise among instructors.
8) Jacob:
Jacob refers to a researcher cited within the study, contributing to the discourse on team teaching. The inclusion of Jacob's insights underlines the importance of collaborative teaching models and their impact on student learning styles and perceptions within higher education.
9) Science (Scientific):
Science encompasses the systematic study of the structure and behavior of the physical and natural world through observation and experimentation. The study's focus on pharmacy encompasses scientific principles, underscoring the need for effective teaching methods that promote scientific inquiry and understanding among students.
10) Mason:
Mason is another researcher referenced in the study, known for highlighting the benefits of varied instructional approaches within team teaching. Mason's work supports the claim that exposing students to multiple teaching styles can enhance critical thinking skills and engagement with content.
11) Rasa (Rasha):
Rasha is one of the authors of the study, contributing to the research on team teaching. As part of a collaborative effort, her involvement emphasizes the importance of interdisciplinary approaches in pharmacy education and the perspectives of students in evaluating teaching methodologies.
12) Pur:
Poor refers to suboptimal quality or effectiveness. In the study, it is associated with teaching performance, highlighting a concern for the need to enhance the skills of less effective teachers in a team teaching model to ensure better educational outcomes for students.
13) Performance:
Performance relates to how well an individual executes tasks or responsibilities. In the context of this study, it focuses on the teaching performance of instructors and its direct correlation with student engagement and learning outcomes in team teaching environments.
14) Discussion:
Discussion involves exchanging ideas or presenting information about a topic, often leading to deeper understanding. In this study, discussions are integral to analyzing student and instructor perceptions of team teaching, highlighting the need for collaborative dialogue in educational practices.
15) Practising (Practicing):
Practicing refers to the repeated exercise or application of a skill or method. Within the context of this study, practicing teaching strategies, such as team teaching, is essential for educators to develop their instructional skills and enhance student learning experiences effectively.
16) Developing:
Developing means the process of growth, maturation, or improvement. This study emphasizes the significance of developing teaching methodologies, particularly through team teaching, to foster better learning environments and educational practices in pharmacy education.
17) Education:
Education is the process of facilitating learning through various methods and experiences. This study contributes to the broader field of education by exploring team teaching as an approach to enhance student engagement and understanding in pharmacy-related subjects.
18) Attending:
Attending refers to being present or participating in an event. In this context, attending lectures and classes is crucial for students as it directly influences their learning experience and perceptions of effective teaching methods, particularly in team teaching scenarios.
19) Gathering:
Gathering involves collecting or assembling data or information. In this research, gathering student perceptions and feedback through questionnaires is critical to understanding the effectiveness and challenges of team teaching, providing insights for future improvements.
20) Meeting:
Meeting refers to the act of coming together for a discussion or collaboration. In educational contexts, effective meetings among instructors can enhance the planning and execution of team teaching, ensuring cohesive and integrated delivery of course content.
21) Nature:
Nature refers to the inherent characteristics or qualities of something. In the context of this study, it may refer to the nature of team teaching as an innovative pedagogical approach that differs from traditional teaching methods and its impact on student learning.
22) Honey:
Honey may refer to a researcher cited in the study, contributing insights on team teaching methodologies. The acknowledgment of diverse research enhances the validity of the study's findings and supports the dialogue around effective teaching practices in education.
23) Pose:
Pose refers to presenting or putting forth a question or challenge. In this study, the challenges posed by implementing team teaching are examined, exploring both the advantages and obstacles faced in creating effective educational experiences for students.
24) Pir:
Peer refers to individuals who are of equal standing or similar in expertise. In the context of team teaching, peer collaboration among instructors is essential for creating a supportive teaching environment that enhances learning and professional development.
Other Science Concepts:
Discover the significance of concepts within the article: ‘Instructor and student perceptions in team teaching at Dubai Pharmacy.’. Further sources in the context of Science might help you critically compare this page with similair documents:
Quantitative and Qualitative Analysis, Critical thinking skills, Professional development, Educational goals.