Team teaching implementation in engineering education : teacher perceptions and experiences

Petri Vesikivi*, Minna Lakkala, Jaana Holvikivi, Hanni Muukkonen

*Corresponding author for this work

Research output: Contribution to journalArticleScientificpeer-review

8 Citations (Scopus)


In 2014, Metropolia University of Applied Sciences implemented a fundamental change in its curriculum from small single topic 3–5 credits courses into 15 credits multidisciplinary courses implemented by teacher teams. This paper focuses on how teachers of Information Technology programs experienced the reform. Research data include teacher feedback and opinions that were collected during training sessions and interviews. Team teaching is a substantial change for teachers that raises concerns about time management, getting enough compensation for the work and possible loss of teacher autonomy. However, teacher teams that managed to overcome these challenges saw a variety of benefits in the new approach. Not only was team teaching seen as a means for providing students with the skills they need, but it also was discovered as a way to enhance the teacher’s own professional development.

Original languageEnglish
Pages (from-to)1-16
Number of pages16
JournalEuropean Journal of Engineering Education
Issue number4
Early online date6 Mar 2018
Publication statusPublished - 4 Jul 2019
MoE publication typeA1 Journal article-refereed


  • problem-based learning
  • project-based learning
  • teacher collaboration
  • Team teaching

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