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Bergmark, U. (2020). Teachers’ Professional Learning When Building a Research-Based Education: Context-Specific, Collaborative and Teacher-Driven Professional Development. Professional Development in Education, 49, 210-224.
https://www.tandfonline.com/doi/abs/10.1080/19415257.2020.1827011
https://doi.org/10.1080/19415257.2020.1827011

has been cited by the following article:

• TITLE: Research on Collaborative Teaching in University Courses Based on Multi-Teachers Teaching in the Same Classroom

  AUTHORS: Yuansuo Zhang, Huimin Zhou, Jingqiu Zhang, Hui Zhou, Chenjian Wang, Baoxiu Zhang

  KEYWORDS: Collaborative Teaching, Multiple Teachers Teaching in the Same Classroom, University Courses, Teaching Evaluation

  JOURNAL NAME: Advances in Applied Sociology, Vol.14 No.7, July 4, 2024

  ABSTRACT: Collaborative teaching with the main feature of multiple teachers teaching in the same classroom is an important educational reform. It emphasizes effective collaboration among multiple teachers at various stages to enhance student interest and foster comprehensive skills more effectively. This paper starts by analyzing the concept and models of collaborative teaching, summarizes the practical exploration of collaborative teaching in university courses in China, taking the graduate geography course at a university as an example, and showcases student perspectives and demands on multi-teacher collaborative teaching. Drawing from existing theoretical research, it concludes the effectiveness and issues of collaborative teaching with multiple teachers in the same classroom.