This article describes an action research project in which two teacher educators implemented a coteaching field experience with pre-service teacher candidates acting as co-teachers to facilitate collaboration among peers. The goal of the action research was to better meet the needs of preservice teacher candidates and continually develop their ability to grow as reflective and collaborative future teaching educators. To increase collaboration, co-teaching models were implemented in an early field experience. Teaching activities and assignments provided opportunities for collaboration as co-teachers and as members of a teaching community. Data collection and observations indicate peer-to-peer co-teaching helped create a collaborative atmosphere for PTCs, while also revealing areas that need additional refinement in the field experience course.

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This chapter focuses on a group of mathematics teacher educators across the state of Texas that utilized collaboration before and during a global pandemic in order to examine and apply equity issues in their own instruction and delivery of their mathematics methods courses. The authors will highlight and share how the use of collaboration that initiated with the focus on rethinking equity practices in methods courses morphed into a supportive environment that helped the group of mathematics teacher educators through a difficult transition in education due to COVID-19. The goal of the chapter is to urge educators to use collaboration as an impetus for professional development and establishing communities of practice.

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