Let’s Team Up! Measuring Student Teachers’ Perceptions of Team Teaching Experiences

Since collaboration within schools gains importance and is considered significant for teachers’ professional development in order to meet the new 21st-century educational demands, teacher education institutes show a growing interest in field experiences inspired by collaborative learning, such as team teaching. Team teaching is a teaching model in which (student) teachers work collaboratively in the preparation, teaching and evaluation of a course. In order to assess team teaching practices in teacher education by monitoring perceptions of collaborative team teaching experiences, an instrument is needed that offers insights to guide the learning process and support well-founded decision making. Therefore, an easy-to-use quantitative questionnaire to explore student teachers’ team teaching perceptions was developed and validated in four stages: an extensive literature review (1) resulting in a preliminary questionnaire containing advantages and disadvantages of team teaching (2). Next, a pilot study was conducted with 14 student teachers (3), followed by a further validation and reliability study based on exploratory factor analysis, peer debriefing, confirmatory factor analysis and internal consistency analysis with 181 participating student teachers (4). The final questionnaire comprises 29 Likert-items in four scales – collaboration, co-creation, coaching and complexity – and appears to be both valid and reliable

Impact of Team Teaching on Student Teachers’ Professional Identity: A Bayesian Approach

Workplace learning in teacher education is essential for creating and recreating the professional identity of student teachers. Innovative interventions, such as team teaching between student teachers and mentors at the workplace, are assumed to facilitate learning to teach. This experimental study provides valuable insight into the impact of team teaching on student teachers’ professional identity by implementing distinct student teaching formats: team teaching (A1intervention), team teaching with support (A2intervention), and traditional teaching (Control intervention). In this study, professional identity is understood as a multidimensional concept that consists of six components: student teachers’ learning and regulation activities, reflective thinking, teacher efficacy, beliefs about learning and teaching, motivation, and collaborative activities. A total of 464 student teachers from a Flemish College of Education were randomly assigned to one of the three student teaching formats. The overall findings of Bayesian structural equation modeling reveal significant impacts of team teaching with support compared to both team teaching and traditional teaching as well as a significant impact of team teaching over traditional teaching on three crucial components of student teachers’ professional identity, i.e., their learning and regulation activities, reflective thinking, and motivation

Diversity of Fusarium associated banana wilt in northern Viet Nam

Fusarium is one of the most important fungal genera of plant pathogens that affect the cultivation of a wide range of crops. Agricultural losses caused by Fusarium oxysporum f. sp. cubense (Foc) directly affect the income, subsistence, and nourishment of thousands of farmers worldwide. For Viet Nam, predictions on the impact of Foc for the future are dramatic, with an estimated loss in the banana production area of 8% within the next five years and up to 71% within the next 25 years. In the current study, we applied a combined morphological-molecular approach to assess the taxonomic identity and phylogenetic position of the different Foc isolates collected in northern Viet Nam. In addition, we aimed to estimate the proportion of the different Fusarium races infecting bananas in northern Viet Nam. The morphology of the isolates was investigated by growing the collected Fusarium isolates on four distinct nutritious media (PDA, SNA, CLA, and OMA). Molecular phylogenetic relationships were inferred by sequencing partial rpb1, rpb2, and tef1a genes and adding the obtained sequences into a phylogenetic framework. Molecular characterization shows that c. 74% of the Fusarium isolates obtained from infected banana pseudostem tissue belong to F. tardichlamydosporum. Compared to F. tardichlamydosporum, F. odoratissimum accounts for c.10% of the Fusarium wilt in northern Viet Nam, demonstrating that Foc TR4 is not yet a dominant strain in the region. Fusarium cugenangense – considered to cause Race 2 infections among bananas – is only found in c. 10% of the tissue material that was obtained from infected Vietnamese bananas. Additionally, one of the isolates cultured from diseased bananas was phylogenetically not positioned within the F. oxysporum species complex (FOSC), but in contrast, fell within the Fusarium fujikuroi species complex (FFSC). As a result, a possible new pathogen for bananas may have been found. Besides being present on several ABB ‘Tay banana’, F. tardichlamydosporum was also derived from infected tissue of a wild Musa lutea, showing the importance of wild bananas as a possible sink for Foc