PurposeA growing body of research has pointed to the potential benefits of a co-teaching clinical residency model in preservice education. Preservice co-teaching research has focused primarily on conditions necessary for effective co-teaching to occur, factors that inhibit successful co-teaching implementation, and teacher candidate development. Researchers have called for further exploration into potential benefits of preservice co-teaching models for the mentor teacher. In this study, the authors explored ways in which mentor teachers who participated in a co-teaching pre-service program experienced professional growth.Design/methodology/approachIn order to gain insights into the perspectives of mentor teachers and ways in which they experienced professional growth through their experiences in the co-teaching program, the authors used a qualitative, descriptive approach. The authors’ primary data source included interviews conducted with 42 mentor teachers from five content-areas. Researcher communication and interactions with co-teachers over time, along with artifacts including field notes, co-teacher reflections on practice, and program documents, served as peripheral data sources.FindingsResults indicated that co-teachers experienced meaningful professional growth in areas represented by the following themes: (1) critical reflection, (2) pedagogical renewal, (3) in situ feedback and refining practice and (4) application of learning to leadership roles.Originality/valueThis study, which is one of only a few studies focusing explicitly on mentor co-teacher professional growth, provided new insights into learning opportunities afforded to mentor teachers through a participation in a blended model of co-teaching and communities of practice.

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The preparation of teachers’ technological competencies for teaching and learning has become important and evident, now more than any moment in history because of the COVID-19 pandemic. Physical educators are generally technologically literate; however, they tend to have skeptical attitudes toward integrating technology and require additional training. This mixed-methods study explored teacher educator and preservice expectations for and implementation of technology in physical education. The Technological Pedagogical Content Knowledge (TPACK) framework was used as a lens in this study to conceptualize teacher thinking and practice related to technology. Results indicate that teacher educators and preservice teachers value technology, generally feel unprepared, acknowledge that physical educators have contextual barriers, and believe technology can be a valuable partner in achieving learning outcomes. Teacher educators and professional development programs need to train future and current teachers adequately on integrating technology in meaningful ways.

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Develop middle school students' ability to defend their thinking with this engaging tactic.