Collaborative discourse during coteaching: A case study of one in-service teacher's growth

Guise, Megan; Hegg, Sarah; O'Shea, Mark; Stauch, Nancy; Hoellwarth, Chance

doi:10.1016/j.tate.2023.104096

Cited by 4 publications

(13 citation statements)

References 16 publications

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“…Although a small body of prior work has unpacked the challenges and support of co-taught instruction, this literature has chiefly stemmed from practitioners (Knight, 2018; West and Cameron, 2013) as well as researchers exploring co-teaching between mentor and pre-service teachers (Eick et al. , 2003; Gallo-Fox and Scantlebury, 2016; Guise et al ., 2016; Murphy and Beggs, 2005; Scantlebury et al. , 2008) and general and special educators (Friend et al ., 2010; Idol, 2006; Pratt, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…, 2003; Murphy and Beggs, 2005; Scantlebury et al. , 2008) as well as time for co-teachers to engage in co-planning and refection before and after the co-taught lesson (Gallo-Fox and Scantlebury, 2016; Guise et al. , 2016; Knight, 2018; Scantlebury et al.…”

Section: Discussionmentioning

confidence: 99%

“…When this support was provided, the co-teaching experience was enhanced for all parties. Furthermore, and on a structural level, pre-service and mentor teachers also perceived that it was important to consistently set aside time to co-plan and engage in reflection conversations after co-teaching (Gallo-Fox and Scantlebury, 2016; Guise et al. , 2016; Scantlebury et al.…”

Section: Co-teaching Challenges and Support: A Synthesis Of Prior Lit...mentioning

confidence: 99%

“…Furthermore, most of the empirical studies discussed above that explore co-teaching challenges and support did so in the context of teacher education programs between mentor and pre-service teachers (Eick et al. , 2003; Gallo-Fox and Scantlebury, 2016; Guise et al. , 2016; Murphy and Beggs, 2005; Scantlebury et al.…”

Section: Situating the Present Study In Literaturementioning

confidence: 99%

“…, 2010). Furthermore, and in the teacher education literature more broadly, most is known about how co-teaching can be used between mentor and pre-service teachers during the student teaching experience (Eick et al ., 2003; Gallo-Fox and Scantlebury, 2016; Guise et al. , 2016; Murphy and Beggs, 2005; Murphy et al.…”

mentioning

confidence: 99%

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Coaches and teachers co-teaching: exploring the challenges and support of co-teaching as a coaching activity

Saclarides

2023

IJMCE

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PurposeCo-teaching is a prevalent and productive coaching activity that coaches can leverage when working with teachers to support teaching and learning. However, there is insufficient research detailing how coaches can and should implement this coaching activity with teachers. Hence, the purpose of this qualitative interview study is to better understand the challenges that make co-teaching coaching cycles difficult for coaches to enact with in-service teachers, as well as the supports that can enhance the co-teaching experience for all involved parties.Design/methodology/approachFourteen semi-structured interviews were completed with one instructional coach and three elementary teachers in one school district in the USA. A combination of emergent as well as literature-driven codes was used to code the data.FindingsOverall, the participants pointed to six barriers they encountered when engaging in episodes of co-teaching, which spanned the broad categories of management and logistics, pedagogical dilemmas, and teacher learning. Furthermore, participants identified seven supports, spanning the broad categories of coach preparation, contextual factors, and management and logistics, that enabled them to productively engage in co-teaching.Originality/valueAlthough coaches may frequently engage teachers in coaching cycles involving co-teaching, there is a lack of research-based guidance for coaches about how to engage teachers most productively in co-teaching episodes. The findings from this study, which shed light on the challenges and support of co-teaching from one coach and three teachers, will enable coaches to more effectively co-teach with teachers as a form of high-quality professional development.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Co-teaching Challenges and Support: A Synthesis Of Prior Lit...mentioning

confidence: 99%

Section: Situating the Present Study In Literaturementioning

confidence: 99%

mentioning

confidence: 99%

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Coaches and teachers co-teaching: exploring the challenges and support of co-teaching as a coaching activity

Saclarides

2023

IJMCE

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Using reflection and dialog feedback to promote the development of situated and dynamic pedagogical content knowledge

Li,

Chen

et al. 2024

Discip Interdscip Sci Educ Res

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This study explores the reflection and dialog feedback of preservice teachers (PTs) in a one-semester chemistry teaching design and practice course with the aim of improving their situated and dynamic pedagogical content knowledge (PCK). Using a collective case study method, reflections and dialogs from 18 PTs across six teaching cycles were analyzed. The research results indicate that teaching reflection focuses on five themes: the diversity of student situations, the functionality of teaching contexts, the consistency of teaching content, the construction of teacher‒student dialog, and the progression of subject practice activities. The reflection of the PTs strengthened meaningful teaching content and corresponding specific skills, and effective dialog feedback provided external evaluation standards. The reflection prompted teachers to evaluate from multiple perspectives and levels and provided important insights to promote the development of situated and dynamic PCK. This study concludes with a discussion of the practical implications and potential for future research to develop a situated and dynamic PCK for PTs.

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Experiencia de coenseñanza internacional en asignaturas de Automática en el marco del proyecto europeo NextGEng

Satorres Martínez,

Martínez Gila,

Dorado Vicente

et al. 2024

JA-CEA

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La coenseñanza o enseñanza colaborativa es un enfoque pedagógico en el que dos o más docentes comparten la responsabilidad de planificar, enseñar y evaluar a un grupo de estudiantes. Si se contextualiza en un entorno internacional, los docentes involucrados deben de pertenecer a distintos países. Una de las líneas de actuación del proyecto europeo International Cooperation Framework for Next Generation Engineering Students (NextGEng) se centra en la coenseñanza. NextGEng es un proyecto formado por un consorcio de seis socios pertenecientes a universidades y empresas europeas, financiado por fondos Erasmus+, dentro de la categoría de asociación para la cooperación. Su objetivo principal es el desarrollo de un marco de cooperación internacional a nivel educativo que aumente la calidad en la enseñanza y enfoque las asignaturas incluidas en el mismo hacia las necesidades del mercado. El trabajo que se presenta describe las principales líneas de actuación del proyecto centrándose en una actividad de coenseñanza llevada a cabo en una asignatura de automatización.

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Collaborative discourse during coteaching: A case study of one in-service teacher's growth

Cited by 4 publications

References 16 publications

Coaches and teachers co-teaching: exploring the challenges and support of co-teaching as a coaching activity

Coaches and teachers co-teaching: exploring the challenges and support of co-teaching as a coaching activity

Using reflection and dialog feedback to promote the development of situated and dynamic pedagogical content knowledge

Experiencia de coenseñanza internacional en asignaturas de Automática en el marco del proyecto europeo NextGEng

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