Learning by Teaching: a Case Study of Co-teaching to Enhance Nature of Science Pedagogy, Successes, and Challenges

Bilican, Kader; Akerson, Valarie L.; Nargund, Vanashri

doi:10.1007/s10763-020-10094-6

Cited by 21 publications

(9 citation statements)

References 19 publications

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“…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. o Team-teaching (Wilson and VanBerschot 2014, Puttonen,2014, Thomson and Dow, 2017, Campbell et al, 2018, Neifeald and Nissim, 2019, Sanchez et al, 2019, Bilican et al, 2020. 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.…”

Section: Methods Of and With Co-teachingmentioning

confidence: 99%

“…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. A team consisting of a university teacher and an ordinary teacher confirms that the professional development of teachers can be effectively based on a co-teaching strategy.…”

Section: Methods Of and With Co-teachingmentioning

confidence: 99%

See 1 more Smart Citation

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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“…• More varied scalability of learning methods. In the analysed texts, we encountered various forms of co-teaching methods in use: One teaching, one supporting (Park, 2014;Chan et al, 2012;Eckardt et al, 2018;Takala & Wickman, 2018;Lõhmus et al, 2019;Montgomery, 2019;Duran et al, 2020;Rabin, 2020); alternative teaching (Ricci & Fington, 2017;Strogilos, 2018;Jurkowski & Müller, 2018;Kim et al, 2007); team teaching (Wilson & VanBerschot, 2014;Puttonen, 2014;Thomson & Dow, 2017;Campbell et al, 2018;Neifeald & Nissim, 2019;Sanchez et al, 2019;Bilican et al, 2020). • Extended perspectives (Eckardt & Giouroukakis, 2019).…”

Section: Advantages Of Co-teachingmentioning

confidence: 99%

A Few Subjective Determinants of Self-Directed Learning’s Purpose and Urgency for Generation Y, Z and C Extramural Students

Ciechanowska¹

2021

Learning Never Ends... Spaces of Adult Education: Central and Eastern European Perspectives

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The aim of this research was to identify leading problems within Polish andragogical discourse.The chapter's content was guided by answers to the following questions: what topics are most commonly being explored, and what most interests Polish andragogues? Academic articles published from 2014 to 2018 in four specialist journals were examined in the research. A qualitative method was used in the process of analysing the content of the articles. The keywords listed were grouped into clusters and issues, and analytical categories were identified for use in developing a typology of research issues: 1) the domain of andragogical reflection, with subcategories: theory, methodology, subject of analysis; 2) formalised teaching processes; 3) competences, consultation, labour market -a subjective perspective; 4) development tasks, problems and conflicts in social roles; 5) spaces of development, animation and personalised learning. The present research highlights the vast area of Polish androgogical research, thus widening the boundaries of the research field, going beyond formal learning spaces and exploring microworlds of individuals and social problems.

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“…• Faster professional development and consolidating pedagogical competences. Bilican et al (2020) stress that the use of co-teaching has contributed to the professional development of educators in many ways. For example, making it easier to use professional terminology and improving the teaching strategy for more effective teaching planning.…”

Section: Advantages Of Co-teachingmentioning

confidence: 99%