Continuum of co-teaching implementation: Moving from traditional student teaching to co-teaching

Guise, Megan; Habib, Mireille; Thiessen, Krystal; Robbins, Amy McConkey

doi:10.1016/j.tate.2017.05.002

Cited by 73 publications

(84 citation statements)

References 27 publications

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“…There are many practices for which we were not able to locate research syntheses. These included, but are not limited to, blended or integrated teacher preparation programs (e.g., [25,116]), foundation and methods courses (e.g., [16,117]), case-based learning (e.g., [35,118]), and different types of teacher preparation field experiences (e.g., [47,119,120]). Findings from meta-analyses of these practices might have influenced the patterns of results in the metasynthesis.…”

Section: Caveats and Limitationsmentioning

confidence: 99%

Metasynthesis of Preservice Professional Preparation and Teacher Education Research Studies

et al. 2019

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Results from a metasynthesis of the relationships between 14 different types of preservice teacher preparation practices and teaching quality, preschool to university student performance, and university student and beginning teacher belief appraisals are reported. Each type of preservice practice (e.g., course-based student learning) included different kinds of instructional methods (e.g., problem-based learning, inquiry-based learning, and project-based learning). The metasynthesis included 118 meta-analyses and 12 surveys of more than three million study participants. Findings clearly indicated that active university student and beginning teacher involvement in mastering the use of instructional practices and both knowledge and skill acquisition by far stood out as the most important preservice teacher preparation practices. These included extended student teaching experiences, simulated instructional practices and microteaching, faculty coaching and mentoring, clinical supervision, different types of cooperative learning practices, and course-based active student learning methods. The pattern of results helped identify high leverage and high impact teacher preparation practices. Implications for future research and improving teacher preparation are described.

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Section: Caveats and Limitationsmentioning

confidence: 99%

Metasynthesis of Preservice Professional Preparation and Teacher Education Research Studies

et al. 2019

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“…This may take the form of a trainee who observes the trainer or delivers a lesson completely independently or a trainee that undergoes a learning process together with the teacher, experiencing cooperation in the school system and is more prepared for the era of learning and developing educational communities. Guise, Habib, Thiessen, and Robbins (2017) traced the work of eight couples of trainee teachers and teacher trainers, examining the implementation of co-teaching in practical experience. They mapped the common work practices in four main categories along a spectrum from traditional practicum using the model where only one teacher teaches, through a little teaching together, a lot of teaching together and progressive implementation of the model where there was shared planning and work and a dynamic of equal forces between the trainee and the trainer.…”

Section: Co-teachingmentioning

confidence: 99%

“…Shared planning of the teaching is very important for co-teaching and appropriate time should be devoted to this issue (Guise et al, 2017;Kamens, Susko & Elliott, 2013). It was found that the planning should initially be done in very close cooperation between the two teachers but with time the student can take more responsibility for a large part of the planning (Bacharach, Heck & Dahlberg, 2010).…”

Section: Practices For Successful Co-teachingmentioning

confidence: 99%

“…The teacher's willingness and understanding of the model were found to be very important. Teachers who were experienced in co-teaching were more successful in applying co-teaching (Guise et al, 2017). Another factor that mediated and assisted the success of the process in co-teaching of a training teacher and trainee teacher was the guidance of a mentor from the teacher training college (Bacharch, Heck, & Dahlberg, 2010).…”

Section: Support For the Teachersmentioning

confidence: 99%

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

Neifeald¹,

Nissim²

2019

IES

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This article constitutes the continuation of a research process that investigated models and methods for co-teaching in the “Academia Class” program in the Ohalo Academic College (Nissim & Naifeld, 2018). The article focuses on the contribution of this program to all those who participated in it, identifying co-teaching practices and the connections between the sense of contribution and identification of those practices. The research relied on the collection and analysis of quantitative data. The research population included 125 respondents, 51 (40.8%) schoolteachers, 36 (28.8%) student-teachers studying general education, 18 (14.4%) kindergarten teachers and 20 (16.0%) student-teachers studying early childhood education. Three main research questions guided the investigation: 1) To what extent does each group of participants in the program estimate that co-teaching methods are advantageous for the teachers/kindergarten teachers, student teachers and pupils? 2) Which prevalent co-teaching practices are used in the Academia Class program? 3) Is there a correlation between the respondents’ attitudes concerning the advantages of co-teaching and the practices prevalent in the Academia Class program? The responses to these questions indicate the extent of success or lack of success of co-Teaching. The main finding indicates that the trainer teachers and the student teachers agreed that there were many advantages to co-teaching and that it contributed to school pupils and the kindergarten children. Thus, it seems that the Academia Class program has an influence beyond mere training processes, on the learning processes in the classes and school pupils. With regard to the advantages of the co-teaching for the school teachers and kindergarten teachers.

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“…Co-teaching is a situation in which two teachers work together with a group of pupils, in the space of a single classroom over different stages -planning, organization and performance [10] Initially, co-teaching was used to help integrate pupils with disabilities in mainstream education classes. In this situation, the partners were a special education teacher and a mainstream teacher [11].…”

Section: What Is Co-teaching?mentioning

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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Continuum of co-teaching implementation: Moving from traditional student teaching to co-teaching

Cited by 73 publications

References 27 publications

Metasynthesis of Preservice Professional Preparation and Teacher Education Research Studies

Metasynthesis of Preservice Professional Preparation and Teacher Education Research Studies

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

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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