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Learning Environments Research

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08-07-2019 | Original Paper

Measuring learners’ perceptions of a team-taught learning environment: development and validation of the Learners’ Team Teaching Perceptions Questionnaire (LTTPQ)

Authors: Mathea Simons, Stephen Coetzee, Marlies Baeten, Astrid Schmulian

Published in: Learning Environments Research | Issue 1/2020

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Abstract

Team teaching is a teaching model in which teachers work collaboratively in the preparation, teaching and evaluation of a course. Literature suggests that team teaching potentially provides rich and varied lessons, increased support and learning gains. However, team teaching possibly also could cause some confusion. To support the implementation of team teaching, stakeholders (teachers and policy makers) require an instrument that offers insights to support their decision making. The present study describes the development and validation of an easy-to-use questionnaire to explore learners’ perceptions of team teaching. The questionnaire was developed and validated in four stages: an extensive literature review (1) resulted in a preliminary version of the questionnaire (2) containing advantages and disadvantages for learners of team teaching. Next, a pilot study (3) was conducted, followed by a validation study (4) based on confirmatory factor analysis in two different learning environments of secondary education (Belgium, n = 229 pupils) and higher education (South Africa, n = 350 students). The final questionnaire comprises 16 items and four factors and appears to be valid, internally consistent and reliable.

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Title: Measuring learners’ perceptions of a team-taught learning environment: development and validation of the Learners’ Team Teaching Perceptions Questionnaire (LTTPQ)
Authors: Mathea Simons
Stephen Coetzee
Marlies Baeten
Astrid Schmulian
Publication date: 08-07-2019
Publisher: Springer Netherlands
Published in: Learning Environments Research / Issue 1/2020
Print ISSN: 1387-1579
Electronic ISSN: 1573-1855
DOI: https://doi.org/10.1007/s10984-019-09290-1

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