Team teaching as a strategy for enhancing teaching about theory-into-practice

Integrating theory-into-practice is an important skill for professionals to master during their university education; however, students and educators find learning teaching about challenging. To address these difficulties ‘Transition Workshops’ were implemented within a Bachelor of Occupational Therapy. A mixed methods evaluation was conducted using pre- post-workshop surveys focus groups. Qualitative findings, the this paper, that team helped feel more confident in as it enlivening than solo teaching, provided opportunity professional development, enabled better understanding whole curriculum, modelled consolidated identity. Team assisted by providing them with multiple role-models. This study highlighted some challenge supporting learn how integrate may be addressed teaching.