Accounting students in the role of equal-status team teacher for the purpose of knowledge and competency development
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Date
Authors
Pollock, Marchantia
Coetzee, Stephen
Schmulian, Astrid
Journal Title
Journal ISSN
Volume Title
Publisher
MDPI
Abstract
This study investigates the impact of engaging accounting students in a team-teaching
role on their knowledge and competency development in a higher education setting. The research
quantifies the knowledge gains from this learning-by-team-teaching intervention and explores students’
experiences with this intervention through survey data. The findings suggest that engaging
students in a team-teaching role, specifically a sequential equal-status team-teaching role incorporating
interactive teaching styles, significantly enhances knowledge development, particularly among
lower-performing students. Students reported a largely positive experience across all performance
levels, attributing their growth to improved knowledge, teamwork, and communication skills provided
by the intervention. The study recognizes the benefits derived from the team-based design of
the intervention, such as enhanced social constructivist knowledge development. Overall, this study
contributes to the existing body of knowledge on learning-by-teaching strategies. It emphasizes the
potential of engaging students in a team-teaching role to enhance their academic performance and
the development of key professional competencies.
Description
DATA AVAILABILITY STATEMENT : The datasets generated and/or analyzed during the current study are
not publicly available due to institutional review board requirements, but the de-identified data can
be shared upon request.
Keywords
Team teaching, Knowledge development, Teamwork skills, Communication skills, Students, SDG-04: Quality education
Sustainable Development Goals
SDG-04:Quality Education
Citation
Pollock, M.; Coetzee, S.A.; Schmulian, A. Accounting Students
in the Role of Equal-Status Team Teacher for the Purpose of
Knowledge and Competency Development. Education Sciences 2023, 13,
1134. https://DOI.org/10.3390/educsci13111134.