What Does Team Teaching Mean? A Case Study of Interdisciplinary Teaming

Abstract

Team teaching, a strategy that has been used to a greater or lesser extent across U.S. high schools since the 1960s, still represents a methodology often beyond the pale of standard practice in most high schools despite being considered a best practice (S. Tchudi & D. Mitchell, 1999) for school improvement (H. H. Jacobs, 1999). This study presents research that the author conducted on teaming in a multilevel humanities program in her own high school. As teacher and researcher, she used qualitative methodologies, primarily interviews, observations, and student evaluations, to study 4 interdisciplinary teams to discover how teaming informed their practice. The data affirmed teaming as a best practice and suggest that to begin and sustain successful teaming, high schools need to rethink standard practices. The data also confirmed that for teaming to be effective, teacher choice, curriculum-driven design, and administrative support are necessary.

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