Journal of Education & Social Policy

Exploration into Interdisciplinary Co-teaching: An Empirical Study
Hsiao-fang Cheng, Fang-rong Kuo

Abstract
Interdisciplinary co-teaching between a teacher and an expert with on-the-job experience in higher education has been a frequently suggested service delivery model when seeking attempts to bridge the gap between theory and practice. To support such a teaching model and equip students with professional skills in a classroom environment, this study attempts to investigate the efficacy of teaching collaboratively between a trade expert and an English teacher. Results showed that the majority of students thought they made a great progress and became more confident after the instruction. They held positive attitudes toward the co-teaching, learning not only professional skills suited to the workplace but also coming to view things from different perspectives. The coteacher also felt that the mutual interaction during the discussion process led to increased creativity and growth as a teacher. Implication of the study and suggestion for improvement are provided.

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