Co-Teaching in the “Academia Class”: Evaluation of Advantages and Frequency of Practices

Neifeald, Edni; Nissim, Yonit

doi:10.5539/ies.v12n5p86

Cited by 28 publications

(18 citation statements)

References 12 publications

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“…Several studies show that this collaborative model has advantages over other training methods in terms of the prevention of student teacher dropout and the achievements of pupils during the first year of novice teachers' work. It was also found that the student teacher's sense of self-efficacy improved when they learned and taught pupils in schools as part of their teacher training according to the collegial model (Allen, Ambrosetti, & Turner, 2013;Hoy & Spero, 2005;Naifeld & Nissim, 2019;Latham & Vogt, 2007;Ridley, Hurwitz, Hackett, & Miller, 2005).…”

Section: Models Of Teaching Practicummentioning

confidence: 98%

From a Triangular to a Pentagonal Model in Teachers Training Practicum

Naifeld¹,

Nissim²

2020

JEL

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Teacher-training has been developed through a complex weave of processes, models and theories, founded on experiences in educational settings. In 2015, the Academia Class program was added to teacher-training programs in Israeli academic colleges and universities and added new ways of thinking about student teachers’ practical experience. The program was widely implemented and became the flagship for teacher-training processes in Israel. As part of the program, student teachers and education students in their third year of studies participate in broad practical training for 12-16 weekly hours (for a year) in various educational institutions. Some of the changes engendered meaningful insights and processes that helped to reshape training processes. This article is derived from qualitative research that was involved in forming new models in teacher training, and offered an improved and enhanced approach to clinical practicum. Traditional pedagogic instruction is based on a “triangular instruction model” (student/teacher trainer/pedagogic instructor). The present study aims to expand this model by offering a new “pentagonal model.” The pentagonal model incorporates the following roles: student/coach-teacher/pedagogic instructor/coordinator teacher/academic instructor. The proposed model creates an ecosystem based on teacher-training processes and reinforces reciprocal connections, and different figures in new roles. It aims to connect the loose ends among the various participants involved in the practicum process in a more comprehensive and holistic manner. The practicum is performed in real time in the education field, in a clinical manner and is very meaningful for the future teachers’ work. Research method: Qualitative action research, documenting the expansion of the practical experience model at Ohalo College in northern Isrel. The proposed model is based on the authors’ experience from the past five years, as recorded in protocols, and work papers, as well as many meetings and discussions. It is important to emphasize that the model was tested and gradually improved, becoming refined through a dynamic process using feedback between the college and its students, and between the teachers and the instructors and pedagogic instructors. Participants included more than 500 students, 500 school and kindergarten teachers, and 40 pedagogic instructors, instructors, lecturers and others in relevant roles. The theoretical framework for the model relies on the concept of Pedagogic Content Knowledge (PCK), which emphasizes and reinforces pedagogic activity in the context of disciplinary knowledge content. In our opinion, the implementation of the model according to the approach described below creates a stable foundation for the student teacher practicum, in a manner appropriate given the current winds of change. The model should be applied in conjunction with essential changes in structural and behavioral policies necessitated by the Academia Class program.

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Section: Models Of Teaching Practicummentioning

confidence: 98%

From a Triangular to a Pentagonal Model in Teachers Training Practicum

Naifeld¹,

Nissim²

2020

JEL

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“…It includes, on the one hand, a view of effectiveness by the teacher (e.g. Wilson and VanBerschot, 2014, Jurkowski and Müller, 2018, Neifeald and Nissim, 2019, Rabin, 2020 as well as a student view (e.g. Puttonen, 2014, Strogilos, King-Sears, 2019.…”

Section: Co-teaching Effectivenessmentioning

confidence: 99%

“…The view of effectiveness by teachers is usually the basis for revision of the methods used or modification of a new co-teaching course. Based on a pilot study, the teachers reflect the entire teaching process, finding the positives and negatives on which it is based when adjusting the course or educational activity to its final form (Kim et al, 2007, Wilson and VanBerschot, 2014, Neifeald and Nissim, 2019.…”

Section: Co-teaching Effectivenessmentioning

confidence: 99%

Longitudinal Co-Teaching Projects - Scoping Review

2020

Proceedings of the 17th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2020)

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The main orientations of education policy with a view to the next decade include, inter alia, promoting educational innovation and verifying it through further professional development of teaching staff and exploring the effectiveness of learning. One of the possibilities of achieving this goal is co-teaching and its forms, which are constantly evolving. The aim of this study is to provide an overview of approaches not only to the actual implementation of co-teaching, but also to the whole process of preparation in order to evaluate the experience gained in a number of researches already carried out, in the form of an overview study. An inductive thematic analysis of published articles in 2005-2020, with a predominance of attention for the period 2019 and 2020, was used in 16 databases such as ERIC, Scopus®, Complementary Index, etc. As a result, 19 articles were finally included in the analysis of the issues examined. Inductive thematic analysis identified six themes: (1) "co-teaching effectiveness", (2) "problems and obstacles", ( 3) "methods of and with co-teaching", (4) "teachers' roles and relationships", (5) "teachers' cooperation", and (6) "special educational needs" (SEN). The scoping review study covers the theoretical basis of co-teaching issues, the results of research surveys or experiments on the procedures, advantages or barriers of various co-teaching models. The study serves as a basic framework supporting the creation and application of a virtual component as a new part of the educational method of co-teaching solved by the TAČR project. KEYWORDSCo-Teaching, Co-Teaching Efficiency, Co-Teaching Methods, Problems and Obstacles of Co-Teaching, Relationships and Cooperation of Teachers, Educational Needs Identifying Relevant StudiesWhen searching for studies, we first used the keyword "co-teaching". The result was more than 2,000 studies. That's why we've added an advanced search that's consistent with our goal. Another string was the word "long-term", the results suddenly from 12 studies. We replaced the word long-term with "longitudinal" and the result was another 17 studies, different from the previous combination. Another combination was the search for "co-teaching" and virtual at the same time. The result was another 10 studies. We then used the same criteria in Google Scholar. For 5 records were found after the phrase "virtual co-teaching" was found. Next, we searched in the title of the article virtual and co-teaching and found 5 articles.

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“…Co-teaching has been found to have several advantages in teacher training for both the trainer, the trainee and the pupils [17]. It was found that pupils receive many more learning opportunities and mediation, and their learning advances that their learning abilities are enhanced [18].…”

Section: Advantages Of Co-teaching In Teacher Trainingmentioning

confidence: 99%

Trainee-teacher: A Second or a Secondary Teacher in the Classroom? Emotional Aspects of Teaching Practicum in the “Academia Class” Program

Nissim¹,

Naifeld²

2019

JESBS

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This research focused on the practicum experience in the Academia Class program. This article puts a spotlight on the emotional aspects, thoughts, feelings and perceptions concerning co-teaching in this unique program. The research is a mixed-methods study (qualitative and quantitative).The research population included 125 teachers, 51 (40.8%) practicing trainer teachers, 36 (28.8%) trainee-teachers, 18 (14.4%) kindergarten trainer teachers and 20 (16%) early childhood trainee-teachers. The research questions were: “Is the trainee-teacher a second or a secondary teacher in the class? Do the trainer-teachers and trainee-teachers have a common motivation to adopt co-teaching and what is that motivation? How do the trainer-teachers and trainee-teachers describe their feelings and emotions within the framework of the practicum in the Academia Class program, especially with regard to co-teaching? The main findings indicate that the trainer-teachers in schools saw the trainee-teachers as a second teacher in the classroom already from the first day of their practicum (3.86), while the trainee kindergarten teachers were not seen as second kindergarten teachers (2.86) by their trainers. This difference was found to be significant. In contrast it was found that in early childhood education, the trainee-teachers reported that they felt they were an integral part of the kindergarten staff in a more significant manner - synergetic teaching (3.94) than did the trainee-teachers in the schools (3.03). Moreover, it was found that there was a gap between the way in which the trainee-teachers perceived themselves as second teachers in co-teaching (3.27) and the way in which they were perceived by the trainer-teachers (3.45) and kindergarten teachers (3.78) The trainee-teachers saw themselves as equal (over-evaluation) to the teachers/kindergarten teachers, in contrast to the perceptions of the trainer-teachers in schools and kindergartens. From the qualitative analyses, we found several categories that were identified as meaningful: interpersonal interaction, suitable training and preparation, high-quality teachers/student-teachers, motivation and emotions expressed because of this unique experience. Content analysis of the reflective consideration of the program participants to this question indicated that subjective interpersonal interactions (trainee-trainer in schools and in kindergartens) produced various feelings. These findings echoed and complemented the findings from the quantitative part of the research. The main conclusion from the findings is that the trainee-teachers were seen as secondary trainee-teachers and not as second teachers. In contrast, in the kindergartens although the trainee-teachers were not portrayed as second teachers, over the year they felt a sense of equality with the kindergarten teacher and as full participants in the pedagogic work of the kindergarten teacher received a higher level of co-teaching.

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Co-Teaching in the “Academia Class”: Evaluation of Advantages and Frequency of Practices

Cited by 28 publications

References 12 publications

From a Triangular to a Pentagonal Model in Teachers Training Practicum

From a Triangular to a Pentagonal Model in Teachers Training Practicum

Longitudinal Co-Teaching Projects - Scoping Review

Trainee-teacher: A Second or a Secondary Teacher in the Classroom? Emotional Aspects of Teaching Practicum in the “Academia Class” Program

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