Accounting students in the role of equal-status team teacher for the purpose of knowledge and competency development

Loading...
Thumbnail Image

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.