Co-teaching as Teacher Training: Experiential Accounts of Two Doctoral Students

Burns, Victoria; Mintzberg, Susan

doi:10.1080/87567555.2018.1558169

Cited by 10 publications

(8 citation statements)

References 12 publications

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“…The research also shows that students value enhanced feedback received through co-teaching (Steele et al, 2021). Whether instructors provide joint feedback on an assignment or informal feedback in class, different voices built in as supports allow pre-service teachers to grow professionally (Burns & Mintzberg, 2019). Guidry and Howard (2019) discussed the potential impact of co-teaching on both student-teacher relationships and student relationships to content.…”

Section: Benefits Of Co-teaching In Teacher Preparationmentioning

confidence: 99%

Co-teaching in Teacher Preparation: Programmatic Priorities, Promising Practices, and Potential Pitfalls

Damiani,

Drelick

2024

JOSEP

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Co-teaching is recognized as a best practice that is increasingly being utilized to meet the needs of diverse learners in the classroom. All teachers need to be prepared to meet the needs of diverse learners, including students with disabilities. However, few teacher preparation programs lead to dual certification in general and special education, and even fewer include the use of co-teaching in teacher preparation programs. Like in P-12 education, organizational systems and collegial dynamics can pose barriers to implementing the use of co-teaching in higher education. This article addresses the benefits and challenges of co-teaching in a teacher preparation program. Specifically included is a discussion about how engaging in the co-teaching process can be valuable to pre-service teachers and faculty members, as well as barriers to consider when navigating institutional procedures and policies. University faculty share their experiences proposing, developing, and implementing co-taught courses in an undergraduate dual certification (elementary and special education) inclusive education program. Strategies that can be used to address known barriers and successfully implement co-taught courses in a teacher preparation program are provided.

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Section: Benefits Of Co-teaching In Teacher Preparationmentioning

confidence: 99%

Co-teaching in Teacher Preparation: Programmatic Priorities, Promising Practices, and Potential Pitfalls

Damiani,

Drelick

2024

JOSEP

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“…Collaboration among general education teachers and special education teachers is best begun in the teacher education setting in order to better understand and implement essential skills for teachers. Managing classrooms effectively, analyzing data, and completing diagnostic testing are all parts of the teaching cycle and should be modeled by instructors (Brinkmann & Twiford, 2012). The most effective elements of collaboration are sharing leadership in the classroom, planning together for co-taught instruction, developing a respectful and trusting relationship, and communicating honestly with each other (Bacharach et al, 2011).…”

Section: Tips For Translating Conspicuous Collaboration In Higher Education To Collaborating In Rural K-12 Schoolsmentioning

confidence: 99%

“…Skills important for collaboration and coteaching, according to Brinkmann and Twiford (2012), include classroom management, collaborative lesson planning, communication, data collection, interpersonal skills, differentiation of instruction, and self-advocacy. Skills identified for successful collaboration and co-teaching in a general education field setting are interpersonal communication, physical arrangement of the classroom, familiarity with the instructional content, instructional presentation, classroom management, instructional planning, curriculum goals, modifications and accommodations, and assessment (Bennett & Fisch, 2013).…”

Section: Tips For Translating Conspicuous Collaboration In Higher Education To Collaborating In Rural K-12 Schoolsmentioning

confidence: 99%

“…While implicit in most teacher preparation programs, many teacher education leaders do not explicitly teach the skills necessary for successful collaboration (Bacharach et al, 2008, p. 9). Brinkmann and Twiford (2012) urged teacher education leaders to demonstrate collaboration between general special education teachers and adaptive special education teachers so those they teach can better understand diagnostic testing, lesson planning, differentiating, and collecting data. Weiss et al (2017) insisted that collaborative processes and strategies should be a fundamental component of teacher preparation.…”

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Modeling Conspicuous Collaboration for Preservice Teacher Candidates Enrolled in Higher Education Courses

Voytecki¹,

Anderson²

2021

tpre

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Preservice and inservice teachers in higher education should have the opportunity to observe conspicuous collaboration in action. When collaborative efforts are overt and used as teachable moments, the possibilities are clearer and the results more impactful for all participants. In this program description, the authors share benefits, challenges, structures, and implementation techniques for modeling conspicuous collaboration in higher education teacher preparation. In order to provide models of conspicuous collaboration, the authors participated in a project to co-teach aspects of general and special education teacher preparation courses at the undergraduate and graduate levels. The instructors examined their own courses, analyzing the content for each class to design class activities and assignments that could successfully be accomplished by working together and completing meaningful learning activities in multiple ways. Each faculty member delivered their assigned course, adding special collaborative learning activities and assignments that allowed students to have interactive and collaborative experiences while seeing the impact of collaboration of the instructors. Opportunities to demonstrate collaboration became apparent to the authors as students questioned repeatedly how rural K-12 teachers work to best meet the needs of their students. Preservice and inservice teachers in higher education should have the opportunity to observe conspicuous collaboration in action. When collaborative efforts are overt and used as teachable moments, the possibilities are clearer and the results more impactful for all participants. In this program description, we share benefits, challenges, structures, and implementation techniques for modeling conspicuous collaboration in higher education teacher preparation. To provide models of conspicuous collaboration, we collaborated in a project to co-teach general and special education teacher preparation courses at the undergraduate and graduate levels. We examined our own courses to design class activities and assignments that could be successfully co-taught. Each of us delivered our individual course, adding special collaborative learning activities and assignments that allowed students to experience interactive, collaborative learning while observing the purposeful collaboration of their instructors. Both of us—together with our preservice and inservice teachers—realized that optimal collaboration included clarifying roles and responsibilities, displaying respect toward the collaborative partner, holding one another accountable, setting aside time for planning and debriefing, and considering ways to combine classroom assignments and learning activities that met the requirements of both courses.

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“…Moreover, the supervising teacher can monitor the quality of the content being taught and provide support while the novice is teaching ( Eick & Ware, 2005 ). However, to actually benefit from the collaboration, the research suggests that new teachers first need to be trained how to collaborate ( Burns & Mintzberg, 2019 ;Strieker et al, 2013 ).…”

Section: Introductionmentioning

confidence: 99%

Synchronizing and amending: A conversation analytic account of the “Co-ness” in co-teaching

King

2022

Linguistics and Education

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Co-teaching as Teacher Training: Experiential Accounts of Two Doctoral Students

Cited by 10 publications

References 12 publications

Co-teaching in Teacher Preparation: Programmatic Priorities, Promising Practices, and Potential Pitfalls

Co-teaching in Teacher Preparation: Programmatic Priorities, Promising Practices, and Potential Pitfalls

Modeling Conspicuous Collaboration for Preservice Teacher Candidates Enrolled in Higher Education Courses

Synchronizing and amending: A conversation analytic account of the “Co-ness” in co-teaching

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