Exploring the impact of co-teaching biological science modules at the University of Namibia at Hifikepunye Pohamba campus: An autoethnographic inquiry

Abstract

This study was aimed at exploring the impact of co-teaching biological science’s modules at the University of Namibia, Hifikepunye Pohamba campus. The main objective of the study was to contribute to the field of education by enhancing the understanding, implementation, and the impact of co-teaching practices of biological science modules at the University of Namibia, Hifikepunye Pohamba campus. This paper was governed by the autoethnographic inquiry by employing three prominent educational theories: Constructivist Theory, Social Learning Theory, and Collaborative Learning. The population of this study was secondary level lecturers teaching biological science subjects and all secondary level students who were registered in the biological sciences’ modules at the University of Namibia, Hifikepunye Pohamba campus. The sample of this study consisted of two (2) Secondary level lecturers who were co-teaching biology modules (introduction to genetics and structural biochemistry) at the University of Namibia, Hifikepunye Pohamba campus and ten (10) secondary level students (registered for Bachelor of Education Honours degree), five (5) from introduction to genetics and five (5) from structural biochemistry modules. The two lecturers were selected by purposive sampling, while the ten secondary level students were selected randomly, Face to - face, interviews were used to collect data from the study participants. Subsequently, qualitative data from interviews were transcribed and organised into themes. The study found that, co-teaching enhanced subject integration of knowledge as it has been confirmed by both teachers and learners in the two subjects: introduction to genetics and structural biochemistry where co-teaching was done. In addition, the findings established that, co-teaching lead to enhanced student learning and understanding by providing diverse instructional strategies and perspectives. Furthermore, the findings indicated that, co-teaching help co-teachers to develop a positive working environment through trustworthiness and accountability. Finally, identifying and addressing the challenges associated with co-teaching such as misunderstandings, different teaching methodologies, time management and conflicts among co-educators might inform better implementation and support systems for co-educators. For co-teaching to be effective, it is proposed that co-teachers should establish regular planning meetings and use collaborative tools such as shared documents and calendars to facilitate coordination. The study recommends the University Management to implement a robust system for evaluating co-teaching practices through observations, student feedback, and co-teacher’s self-assessments and use data from evaluations to inform decisions on co-teaching practices. By implementing these recommendations, co-teaching practices of biological modules might effectively be employed at the University of Namibia at large.