• ConnEcTEd
• [IO 8] Tools for planning and implementing collaborative teaching

Name of the institution(s) or teams

Faculty of Teacher Education University of Zagreb

Format

H5P

Title

Tools for planning and implementing collaborative teaching

Keywords

coherence, collaborative teaching, quality of collaborative teaching

Topic

Team teaching as a tool for fostering program coherence

Goals

• foster program coherence trough collaborative teaching
• provide digital tools for planning of collaborative teaching
• evaluate collaborative teaching using digital tools
• enhance the use of collaborative teaching in higher education

Domains/aspects of internationalization (fill in the category from the grid)

OER’s (information on OERs, list of national repositories, examples)

Target group

Teacher Educators

Educational level and study year

–

Context information users would need to understand the digital tool
(e.g., about the TE system, curricular integration)

–

Language of the example

English

License

CC BY-NC

This license allows reusers to distribute, remix, adapt, and build upon the material in any medium or format for noncommercial purposes only, and only so long as attribution is given to the creator. 

In how far does your approach strengthen the internationalization (of the curriculum) in Teacher Education?

The H5P tool for planning and implementing collaborative teaching is a digital tool that can be used for collaboration with colleagues at one’s own institution or with colleagues from abroad. It enables teacher educators to plan, implement, and evaluate team teaching. It strengthens internationalization by providing examples of tool use from international partners, allowing for analysis and comparison of different educational practices in the EU

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Which dimensions of digital transformation in teaching for teacher educators did you incorporate (utilize)?

The provided tool integrates the dimensions of digital competencies and digital pedagogy in teaching. It is a digital tool and resource that can be incorporated into teaching practice, thereby enhancing teachers’ and students’ digital competencies. Additionally, the tool offers a digital infrastructure for implementing alternative teaching strategies, promoting digital pedagogy. The flexibility to modify and adapt the tool to the specific needs of a teacher training institution contributes to a digital curriculum.

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How have you utilized digital tools/methods/resources in your teaching practice to strengthen coherent/integrative and/or international approaches, and what specific strategies or techniques have you found to be effective in achieving this objective?

To enhance coherence in the program content that emphasizes teaching the mother language (Croatian) and a foreign language (German), a collaborative teaching approach was implemented in the course “Plurilingualism in School Language Education.” Two university instructors were involved in the implementation of the course: one specializing in German language, foreign language teaching methodology, and intercultural learning, and the other specializing in Croatian language, mother tongue learning, and teaching. For this integrative teaching approach, the H5P tool for planning and implementing collaborative teaching was utilized.

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How have you employed co-creative approaches and/or participatory design in your use of digital tools to enhance student learning and engagement, and what have been some of the successful outcomes that you have observed as a result?

Using the H5P tool for planning and implementing collaborative teaching enabled two university instructors to thoroughly plan and implement their co-creative approach within the course Plurilingualism in school language education. The evaluation of this approach by the students showed that they found the collaborative teaching to be a very good teaching method, enabling them to get information and possibilities to analyze certain content from two perspectives. The collaborative teaching approach emphasized coherence between mother tongue (Croatian language) teaching and foreign language (German) teaching and raised student teachers’ awareness of connections between two parts of their study program (Primary teacher education and German language teacher education).