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Abstract

Paired (or co-) teaching is an arrangement in which two faculty are collaboratively responsible for all aspects of teaching a course. By pairing an instructor experienced in research-based instructional strategies (RBIS) with an instructor with little or no experience in RBIS, paired teaching can be used to promote the adoption of RBIS. Using data from post-course interviews with the novice instructors of four such arrangements, we seek to describe factors that make for effective professional development in teaching via paired teaching. We suggest that the novice instructor’s approach to the paired teaching and their previous teaching experience are two aspects which mediate their learning about teaching. Additionally, the structure of the pair-taught course and the sequence of teaching assignments for the novice instructor both likely play roles in facilitating the adoption of RBIS by novice instructors. We discuss these results within the framework of cognitive apprenticeship.


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