ABSTRACT

Team teaching in higher education offers academics the opportunity to better understand their individual teaching approaches and to learn from their colleagues. Whereas the benefits of team teaching have been widely researched, so far few findings exist regarding its value for doctoral education. This paper introduces findings of a quantitative study, which collected data from mixed-experience teaching teams. Embedded in an educational development programme for the group of teaching newcomers, team teaching here is closely linked to doctoral training. The findings suggest that – for PhD candidates – team teaching does not only provide information on the role as academic teacher, it even supports their transition towards their new academic identity. Grounded in theoretical assumptions on identity construction and the concept of liminality, this paper provides arguments on how team teaching evokes situations of encountered otherness and why this can support doctoral candidates who are on the threshold of becoming independent scholars.

摘要

高等教育中的团队教学为学术界提供了更好地了解他们的个人教学方法并向同事学习的机会。尽管团队教学的好处已得到广泛研究，但到目前为止，关于其在博士教育中的价值的研究很少。本文介绍了一项定量研究的结果，该研究从混合经验的教学团队中收集了数据。团队教学与针对博士新手的团队紧密联系在一起，并嵌入到针对新来的教学团队的教育发展计划中。研究结果表明，对于博士生而言，团队教学不仅提供了有关作为学术老师的角色的信息，甚至还支持他们向新的学术身份过渡。基于关于身份建构和刑法概念的理论假设，