Facilitating Collaboration Through a Co-Teaching Field Experience

Montgomery, Mark S.; Akerson, Adam

doi:10.4148/2470-6353.1284

Cited by 25 publications

(13 citation statements)

References 11 publications

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“…o One teachone support, also supporting model (Park, 2014, Chan et al, 2012, Eckardt et al, 2018, Takala and Wickman,2018, Lõhmus et al, 2019, Montgomery, 2019, Duran et al, 2020, Rabin, 2020. o Alternative Teaching, also complementary or complementary model (Ricci and Fington, 2017, Strogilos and King-Sears, 2019, Jurkowski and Müller, 2018, Kim et al, 2007.…”

Section: Methods Of and With Co-teachingmentioning

confidence: 99%

“…In the "one teachone support" model, in addition to standard assistance to the head teacher, it is also a method of education for future or novice teachers. In fact, the head teacher becomes a mentor at the same time, listening and learning from each other based on a partnership, which is not entirely possible with classical mentoring (Montgomery, 2019;Rabin, 2020). Bilican et al (2020) shows co-teaching as a possible way of further education.…”

Section: Methods Of and With Co-teachingmentioning

confidence: 99%

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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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Section: Methods Of and With Co-teachingmentioning

confidence: 99%

Section: Methods Of and With Co-teachingmentioning

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 relationship between a studentteacher and CT is a key component of the student teaching experience (Bell and Robinson, 2004;Denis, 2017;Lejonberg et al, 2018). Student teaching experiences often include variations of co-teaching, with the PST and CT exchanging roles as primary and supportive instructors or splitting students into work groups (Kim, 2019;Montgomery and Akerson, 2019;Zach, 2020). In this early stage of school shut-downs, PSTs were rarely able to participate in this important developmental skill.…”

Section: Relationships Between Cts and Pstsmentioning

confidence: 99%

“…The lack of content knowledge is also a reason the co-teaching model can be so beneficial to the PST. Another limitation is the lack of planning time ( Montgomery and Akerson, 2019 ). Given the appropriate atmosphere, most studies investigating the co-teaching field experience model have seen benefits for both the CT and the PST.…”

Section: Review Of Literaturementioning

confidence: 99%

Online Involvement for Georgia Student Teachers During Covid-19

et al. 2021

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As concerns about Covid-19 rapidly escalated in March 2020 in the United States, all levels of education were impacted. A unique population (student teachers) faced challenges from two perspectives: as students and as teachers forced to teach and learn from a distance. Student Teachers, or preservice teachers (PST), are university students finishing a degree and/or teacher certification program by serving as an intern in a school setting. As schools were closed, these PSTs may not have been given access to the online learning platforms of their cooperating teachers (CT) and were no longer included in classroom instruction. The purpose of this study was to examine how the sudden shift away from traditional face-to-face instruction, co-teaching, and mentorship affected the involvement of music PSTs and their CT mentors in one region of the United States. Specifically, the research questions were: (1) How and in what ways were PSTs involved in planning, instruction, and/or assessment synchronously and asynchronously after school closures? (2) In what subdomains (performance, music theory/ear-training, etc.) were PSTs engaged in instruction and learning activities? (3) What challenges and solutions did PSTs report related to Covid-19 closures? A survey was sent, via email, to PSTs attending teacher preparation programs at universities in the state of Georgia at the end of the spring semester. Thirty-seven participants responded to the survey questions representing about 32% of all PSTs in Georgia in Spring 2020. Twenty-one were not given access to the online teaching platform of their placement school. A thematic analysis of the open-ended questions identified common themes including whether experiences were perceived as negative or positive. Of the PSTs given access, the majority of their responsibilities and experiences were creating assignments, additional help videos, participating in Zoom meetings, and assessing student assignment submissions. Of these experiences, interestingly, most were classified as positive by the PSTs. However, the importance of face-to-face interactions for both PST and the P-12 students was mentioned throughout survey responses. Approximately 10 PSTs mentioned their CT relationship/interaction and four of the respondents noted that their CT never reached out for help; however, six noted collaborative meetings or teaching with their CT. Importantly, some PSTs reported a lack of knowledge related to the planning and implementation of music instruction in the online modality. Therefore, teacher preparation programs should consider incorporating technology including online solutions into the music curriculum so that future music educators may more flexibly incorporate both in-person and distance learning.

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“…Regular, positive conversation between the adults who share a classroom is important to ensure that action is coordinated and a pleasant place for both children and adults (Appl 2006;Montgomery and Akerson 2019;Sileo 2011). Recommendations for how to accomplish good communication include several strategies, including spending time together within and outside of the school day, being aware of both your facial expressions and your tone of voice, finding common ground by discussing your educational philosophy, being clear about your goals and vision for your classroom, and giving sincere, positive feedback when you see what is working well.…”

Section: Setting Aside Time For Communicationmentioning

confidence: 99%

The impact of Responsive Partnership Strategies on the satisfaction of co-teaching relationships in early childhood classrooms

et al. 2021

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Lack of coordinated action between two adults in the classroom can lead to disjointed instruction for young children and teacher stress. The purpose of the present study was to measure the effects of a multi-component intervention, Responsive Partnership Strategies, on teacher satisfaction with their co-teaching relationship. Teachers were observed within the context of their classroom and during weekly planning sessions to record their use of the components of the Responsive Partnership Strategies. Following baseline observations, teachers completed the Relationship Satisfaction assessment and the Responsive Partnership Strategies Checklist. The intervention introduced teachers to the Responsive Partnership Strategies and discussed how these could be implemented across the school day. Following intervention, tools were readministered. Results indicated that there was an increase in teachers' use of components of the Responsive Partnership Strategies as well as an increase in teacher satisfaction with their co-teaching relationship. These results suggest that when teachers are more aware of collaborative practices, they can improve co-teaching relationships.

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Facilitating Collaboration Through a Co-Teaching Field Experience

Cited by 25 publications

References 11 publications

Longitudinal Co-Teaching Projects - Scoping Review

Longitudinal Co-Teaching Projects - Scoping Review

Online Involvement for Georgia Student Teachers During Covid-19

The impact of Responsive Partnership Strategies on the satisfaction of co-teaching relationships in early childhood classrooms

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