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 |
| 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 |
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