Abstract
This Banded Dissertation focuses on exploring the concept of team teaching within social work education by restructuring the traditional single teacher classroom structure. The Banded Dissertation comprises three scholarly products examining social work education. Pedagogical innovations introduced in this dissertation aim to address anti-racism, diversity, equity, and inclusion within social work education. The first product explored Master of Social Work (MSW) student perceptions of team teaching efficacy using a descriptive mixed-methods design. Data was collected through pre, and post-test surveys from MSW students (n= 76) enrolled in classes taught by teams of social work instructors. Findings described student perceptions of team teaching as an effective pedagogical model of instruction. Students identified teaching partnerships, knowledge and expertise, and diverse perspectives as factors that contribute to team teaching efficacy.The second product is a conceptual paper that integrates Critical Race Theory (CRT) framework to explore interracial team teaching as an emerging pedagogical model to teach anti-racism within social work education. An exploratory qualitative systematic review shows that CRT tenets identified by Sólorzano et al. (2005)align with anti-racist social work education delivered via an interracial team-taught model. The third scholarly product applies Scholarly Personal Narrative as the research methodology to examine the author’s experiences within academia as a man of color—both as a student and teacher. Findings suggest that ethnic and racial disproportionality in social work education requires academic institutions to hire more Black, Indigenous, and People of Color (BIPOC) faculty, establish mentorship programs, and expand educational and financial support to BIPOC students. The scholarly products presented in this Banded Dissertation contribute to the growth of knowledge on team teaching utility in social work education to enhance student learning. These products add to the discourse on the need for pedagogical innovation in social work education to address anti-racism, diversity, equity, and inclusion and prepare future generations of anti-racist social work practitioners and scholars.