Team teaching as a didactic approach for subject integration in a professionally authentic environment

Authors

DOI:

https://doi.org/10.7577/sjvd.5906

Keywords:

Mathematics, team teaching, subject integration, workplace relevance

Abstract

The research literature calls for effective teaching approaches that prepare students in vocational education to use and apply mathematics in their future careers. This study analyses the use of team teaching as an approach of subject integration in vocational education in an upper secondary school in Sweden. Based on a thematic analysis of interviews with mathematics teachers, vocational teachers and students in five vocational programmes, the results show that the teaching method contributes to increased motivation and workplace relevance for students, while at the same time promoting productive collaboration between mathematics and vocational teachers, which faciliates students' learning in mathematics and in the vocational subject. Students described the approach as preparing them for the world of work. Different organisational conditions and the support of the management are crucial for the successful implementation of paired teaching. The study also shows that students have a positive attitude of paired teaching and want more of it. The study provides new insights into how paired teaching can be applied to support students' learning and preparation for working life. Further research projects include investigating the implementation of this teaching approach in more schools to see if the results can be replicated and to explore if and how different school settings might affect the results.

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Published

2025-03-07

How to Cite

Frejd, P., & Muhrman, K. (2025). Team teaching as a didactic approach for subject integration in a professionally authentic environment. Scandinavian Journal of Vocations in Development, 10(1), 221–240. https://doi.org/10.7577/sjvd.5906

Issue

Vol. 10 No. 1 (2025): Special issue on vocational didactics

Section

Special issue on vocational didactics

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Copyright (c) 2025 Peter Frejd, Karolina Muhrman

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