The Promises and Realities of Implementing a Coteaching Model of Student Teaching

Autor/inn/en	Soslau, Elizabeth; Gallo-Fox, Jennifer; Scantlebury, Kathryn
Titel	The Promises and Realities of Implementing a Coteaching Model of Student Teaching
Quelle	In: Journal of Teacher Education, 70 (2019) 3, S.265-279 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487117750126
Schlagwörter	Team Teaching; Curriculum Implementation; Models; Student Teaching; Preservice Teachers; Preservice Teacher Education; Field Experience Programs; Academic Achievement; Teacher Education Programs + Suchen Sie Ihr Suchwort? Teamteaching; Analogiemodell; Teaching practice; Unterrichtspraxis; Lehramtsstudiengang; Lehrerausbildung; Praxisnahes Lernen; Schulleistung
Abstract	Within a sociocultural framework, we use situated learning theory to explore the use of a coteaching approach during student teaching. Coteaching is a model for learning to teach where clinical educators and teacher candidates teach alongside one another and share responsibility for pupil learning. Teacher education programs have adopted this model for student teaching because there is evidence that coteaching supports pupil learning and coteacher learning. This study of coteaching in three teacher education programs, within the same university, examined opportunities afforded for teacher candidates' development of growth competence, adaptive teaching expertise, and collaborative expertise. Data analysis from the nested, cross-case qualitative study enabled us to examine opportunities for candidate learning afforded by coteaching during student teaching, posit recommendations on using coteaching, explain the necessary conditions, and discuss the model's current limitations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01