Pair Teaching and Historical Perspective, Pair teaching, a collaborative educational strategy, involves two educators working together to deliver instruction to a group of students. While this concept may seem modern, the foundations of pair teaching can be traced back to medieval times, specifically in the year 1350, when educational practices began to evolve due to socio-political changes, religious influences, and the growing importance of education. Although formal pair teaching in the contemporary sense didn’t exist then, aspects of collaboration in teaching were present in various forms, particularly within religious institutions and guilds. This article explores the historical context of education in 1350, the methods used in collaborative teaching, and how pair teaching may have manifested during this time.
1. The Educational Landscape
The mid-14th century was a time of significant transformation in Europe. The Black Death, which ravaged Europe between 1347 and 1351, had a profound impact on society, including education. The population decline meant fewer students and teachers, yet the need for skilled labor and learned individuals persisted. This period also saw the influence of religious institutions, particularly the Catholic Church, which dominated education. Monastic schools, cathedral schools, and emerging universities were the primary centers of learning, with the Church playing a key role in the dissemination of knowledge.
In this context, education was not widely accessible, and only a small fraction of the population, mainly the clergy, nobility, and some merchants, received formal instruction. Schools were often attached to churches or monasteries, and education was heavily focused on religious studies, Latin, and classical philosophy.
2. Forms of Collaborative Teaching in Medieval Schools
While formal pair teaching, as we understand it today, did not exist in 1350, medieval education relied on various forms of collaboration that laid the groundwork for future pedagogical developments. Collaborative teaching during this period could be observed in:
- Monastic and Cathedral Schools: Monks and priests often worked together to teach young novices and clergy. One senior monk or priest would lead the instruction, while another assisted by helping students with readings or overseeing their practice in recitation. This form of mentoring, while hierarchical, involved collaboration between educators to ensure students’ learning.
- The Scholastic Method: This method was central to medieval universities and involved dialectical reasoning and debate. Masters (professors) would engage their students in discussions, and students often worked in pairs or small groups to challenge each other’s arguments. While not strictly pair teaching, this emphasis on dialogue and collaboration between teacher and student mirrored elements of modern co-teaching practices.
- Apprenticeship and Guild Education: In guilds, young apprentices learned trades under the guidance of masters and journeymen. Though not academic, this method of education required collaborative efforts, where a master craftsman and a journeyman (a more experienced apprentice) would jointly teach newer apprentices. This mentorship model was essential in fields like carpentry, blacksmithing, and other skilled trades, where practical, hands-on education was paramount.
3. The Role of Church and Universities in Collaborative Teaching
The rise of universities in medieval Europe, particularly in centers like Paris, Oxford, and Bologna, marked the beginning of a more structured approach to education. Professors (masters) and their assistants, who were often advanced students or junior faculty, played a crucial role in disseminating knowledge. These assistants might be seen as forerunners of the modern teaching assistant or co-teacher, providing additional instruction or support to the lead professor.
- University Structure and Teaching Partnerships: University education in 1350 was characterized by the “lecture” method, where the master read aloud from a text while providing commentary. However, collaborative efforts often arose when a master needed assistance managing large classes or when different masters collaborated to teach a subject, such as philosophy or theology. While formal pair teaching did not exist, the necessity of teaching partnerships in handling large classes foreshadowed the idea of having multiple educators support student learning.
- Scholasticism and Dialogue: Universities employed the scholastic method, which involved debate and discussion between teachers and students. This method emphasized questioning and critical thinking, where students worked together under the guidance of a master. In some cases, advanced students were allowed to assist in these debates, acting in roles similar to what we might today consider a co-teacher.
4. Early Forms of Pair Teaching
Although the term “pair teaching” did not exist in 1350, there were instances where two or more individuals collaborated to instruct students, especially in religious settings.
- Monastic Instruction: In monastic communities, teaching responsibilities were often shared. A senior monk might provide the main lesson, while another monk, often an assistant or someone with more practical experience in the subject, would guide students in smaller groups or offer additional instruction. This division of labor, though not identical to modern pair teaching, reflected an early form of cooperative teaching.
- Guild Education: Guilds were vital to the professional education of artisans. In this context, a master craftsman would be the primary educator, while journeymen, who were more experienced than apprentices but still under the master’s supervision, would often help teach newer students. This collaborative approach to education ensured that apprentices learned both theoretical knowledge and practical skills.
Conclusion
While pair teaching in the formal, modern sense didn’t exist in 1350, collaborative forms of instruction were essential to medieval education. In religious and vocational contexts, the sharing of teaching duties between more experienced and less experienced educators, as well as the emphasis on dialogue and debate in universities, reflected early elements of what would later evolve into pair teaching. These practices, particularly within monasteries, universities, and guilds, laid the groundwork for future educational innovations and the collaborative teaching methods we see today.
By examining how educators in 1350 shared responsibilities and worked together to educate students, we can trace the origins of pair teaching and appreciate its evolution as a pedagogical strategy.
References
- Haskins, C. H. (1923). The Rise of Universities. Henry Holt and Company.
- Le Goff, J. (1980). Intellectuals in the Middle Ages. Wiley-Blackwell.
- Rashdall, H. (1895). The Universities of Europe in the Middle Ages. Oxford University Press.
- Cantor, N. F. (1994). The Civilization of the Middle Ages. Harper Perennial.