The authors of this article had not taught or researched together before developing a new elective course for the undergraduate LLB program at the University of Auckland. They carried out a review of team teaching literature and of traditional law school teaching. They developed the course to be taught by both of them at the same time. While the initial motivator for using team teaching was to provide the most comprehensive view of the subject possible, the authors agreed that they wanted to inquire into whether team teaching could reduce the intimidation and surface learning that traditional methods caused. They also wanted to test the claimed benefits for team teaching, since very little of the research related to law. The inquiry collected qualitative and quantitative data. Students’ responses to the method showed that they engaged with the lecture material more readily, that they participated in class discussions and debates more often, and that they found the lecture atmosphere less intimidating, than in traditional compulsory law school subjects. Although the students recognised different perspectives, the authors conclude that there is not yet enough evidence to state that the students learning was improved or deepened directly by team teaching.
Publisher version archived with the permission of the Dean, Division of Law, Macquarie University, NSW, Australia. This copy is available for individual, non-commercial use. Permission to reprint/republish this version for other uses must be obtained from the publisher.