A philosophy of practice to inform team-teaching: A blended auto-ethnographical account

Rachael Hains-Wesson
The University of Sydney, Australia

In this study, I explore a time when I crafted a philosophy of practice (PoP) to inform team-teaching encounters. I articulate my experience through a blended auto-ethnographical account. I propose that integrating an intentionally designed PoP for team-teaching aids in uncovering group-based responsibilities, opportunities, and limitations. The results informed the crafting of a four-staged, practitioner-based model and toolkit, helping to create a framework to establish and/or evaluate team-teaching. I make specific recommendations, affording solutions in the domain of team-teaching as an evolving practice.
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Author: Rachael Hains-Wesson is an Associate Professor and Director of the Work-Integrated Learning (WIL) Hub at the University of Sydney Business School. Rachael has received a QS Reimagine Education Award (2020) and an Australian Award for University Teaching (AAUT, 2021). Rachael's research focuses on teacher scholarship and improving student learning in higher education. ORCID: https://orcid.org/0000-0002-1549-4504 Email: rachael.hains-wesson@sydney.edu.au Please cite as:Hains-Wesson, R. (2022). A philosophy of practice to inform team-teaching: A blended auto-ethnographical account. Issues in Educational Research, 32(4), . http://www.iier.org.au/iier32/hains-wesson.pdf