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Collaborative Co-Teaching during Student Teaching Pilot Project: What Difference Does Context Make?

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Title: Collaborative Co-Teaching during Student Teaching Pilot Project: What Difference Does Context Make?
Language: English
Authors: Sebald, Ann (ORCID 0000-0002-0493-9301), Myers, Adam, Frederiksen, Heidi, Pike, Elizabeth
Source: Journal of Education. Jan 2023 203(1):18-31.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Team Teaching, Student Teaching, Pilot Projects, Student Teachers, Preservice Teacher Education, Cooperating Teachers, Elementary School Teachers, Middle School Teachers, Teacher Attitudes, Student Attitudes, Teaching Experience
DOI: 10.1177/00220574211016403
ISSN: 0022-0574
Abstract: In 2016, researchers from two educator preparation programs (EPPs) in two differing states (southeast and west) chose to examine the intervention of co-teaching during student teaching that had been in place for 3 years in each of their locals. The researchers wanted to (a) identify and articulate the co-teaching model within the context of each location, (b) begin to learn why this approach may be beneficial as a culminating pre-service experience, and (c) explore next steps in how to better operationalize the co-teaching experience within the pre-service programming, regardless of context. Co-teaching during student teaching was examined at one elementary program (southeast) and one secondary program (west). Results indicate co-teaching during student teaching to be a viable option for pre-service training and mentor development for both the elementary and middle school experiences. Teacher candidates (TCs) identified co-teaching strategies based upon the needs of teachers, students, and content taught. This was seen as a unique finding not reported in existing literature. Other findings indicate the model promoted increased confidence and comfort in TCs' teaching, supported increased differentiation and instructional time, facilitated currency in MTs' knowledge of and experience with technology, and helped TCs learn to manage human resources with increased intentionality. Recommendations for future research and suggestions for faculty of EPPs interested in implementing co-teaching during student teaching are provided.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1358997
Database: ERIC
FullText Text:
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  Data: Collaborative Co-Teaching during Student Teaching Pilot Project: What Difference Does Context Make?
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  Data: <searchLink fieldCode="AR" term="%22Sebald%2C+Ann%22">Sebald, Ann</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0493-9301">0000-0002-0493-9301</externalLink>)<br /><searchLink fieldCode="AR" term="%22Myers%2C+Adam%22">Myers, Adam</searchLink><br /><searchLink fieldCode="AR" term="%22Frederiksen%2C+Heidi%22">Frederiksen, Heidi</searchLink><br /><searchLink fieldCode="AR" term="%22Pike%2C+Elizabeth%22">Pike, Elizabeth</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education%22"><i>Journal of Education</i></searchLink>. Jan 2023 203(1):18-31.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 14
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  Data: 10.1177/00220574211016403
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  Data: 0022-0574
– Name: Abstract
  Label: Abstract
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  Data: In 2016, researchers from two educator preparation programs (EPPs) in two differing states (southeast and west) chose to examine the intervention of co-teaching during student teaching that had been in place for 3 years in each of their locals. The researchers wanted to (a) identify and articulate the co-teaching model within the context of each location, (b) begin to learn why this approach may be beneficial as a culminating pre-service experience, and (c) explore next steps in how to better operationalize the co-teaching experience within the pre-service programming, regardless of context. Co-teaching during student teaching was examined at one elementary program (southeast) and one secondary program (west). Results indicate co-teaching during student teaching to be a viable option for pre-service training and mentor development for both the elementary and middle school experiences. Teacher candidates (TCs) identified co-teaching strategies based upon the needs of teachers, students, and content taught. This was seen as a unique finding not reported in existing literature. Other findings indicate the model promoted increased confidence and comfort in TCs' teaching, supported increased differentiation and instructional time, facilitated currency in MTs' knowledge of and experience with technology, and helped TCs learn to manage human resources with increased intentionality. Recommendations for future research and suggestions for faculty of EPPs interested in implementing co-teaching during student teaching are provided.
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  Data: 2022
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  Data: EJ1358997
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        Value: 10.1177/00220574211016403
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      – SubjectFull: Team Teaching
        Type: general
      – SubjectFull: Student Teaching
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      – SubjectFull: Pilot Projects
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Teaching Experience
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      – TitleFull: Collaborative Co-Teaching during Student Teaching Pilot Project: What Difference Does Context Make?
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