Accounting students in the role of equal-status team teacher for the purpose of knowledge and competency development
Item
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Title
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Accounting students in the role of equal-status team teacher for the purpose of knowledge and competency development
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Description
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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.
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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.
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https://www.mdpi.com/journal/education
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am2024
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Accounting
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SDG-04:Quality Education
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Creator
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Pollock, Marchantia
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Coetzee, Stephen
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Schmulian, Astrid
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Date
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2024-05-20T13:11:27Z
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2024-05-20T13:11:27Z
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2023-11-13
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Type
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Article
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Format
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application/pdf
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Identifier
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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.
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2227-7102 (online)
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10.3390/educsci13111134
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http://hdl.handle.net/2263/96086
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Language
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en
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Rights
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© 2023 by the authors.
Licensee MDPI, Basel, Switzerland.
This article is an open access article
distributed under the terms and
conditions of the Creative Commons
Attribution (CC BY) license.