Pre-Service Teachers Engaging in Co-Teaching: A Transformative Learning Perspective

Lenong, Brigitte

doi:10.21125/iceri.2022.0451

Cited by 2 publications

(3 citation statements)

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“…During teaching practicum, mentor teachers usually work with one student teacher for several weeks. During student teaching, first-year teaching experiences, and beyond, co-teaching provides a strong foundation for developing quality teaching abilities, and cogenerating connections and collaboration (Bacharah et al, 2008;Pettit, 2017;Lenong, 2022). Co-teaching is an instructional method that needs to be understood to be implemented effectively.…”

Section: Nature Of Co-teachingmentioning

confidence: 99%

“…Co-teaching may be difficult for lecturers who are accustomed to working in isolation, because they must now share the teaching space and transition from an individual to a collaborative model of accountability and practice (Scantlebury, Gallo-Fox, & Wassell, 2008). Moreover, co-teaching at universities has not always been met with enthusiasm, and there has been uncertainty about the most effective approach, resulting in lecturers facing obstacles to successful collaboration (Pratt, 2014;Lenong, 2022). Professionals or lecturers may occasionally take on co-teaching responsibilities but encounter difficulties putting co-teaching ideas or models into practice or applying them in their teaching and learning environment (Härkki, Vartiainen, Seitamaa-Hakkarainen, & Hakkarainen, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Co-teaching was introduced in schools as an inclusive educational method that allowed general and special education teachers to collaborate to improve learning and meet the needs of all students (Cook & Friend, 1995). It was also introduced in higher education institutions in various domains (Bacharach, Heck, & Dahlberg, 2010;Jeannin & Sing, 2018;Rabin, 2020;Lenong, 2022). Friend (2008) proposes that the word co-teaching should not be defined by the discipline, the type of training of the participants, or the composition of the team.…”

Section: Introductionmentioning

confidence: 99%

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Reflecting on a PALAR co-teaching journey in teacher education

2023

Advances in Education and Educational Trends Series

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Co-teaching at universities encourages student participation, opens chances for feedback, and promotes critical thinking. Co-teaching is a model that involves two or more professionals working together to plan, instruct, and monitor progress of a heterogenous or blended group of students in and outside the classroom, to achieve learning objectives. The authorslecturers in teacher education at a university of technologyembarked on PALAR (participatory action learning action research) in planning, instruction, and assessment, by working together as team partners in a process that stretched over more than two years. In this chapter we reflect on our collaboration. The process involved continuous action learning through experience, enhanced by co-reflection and critical questioning; furthermore, we undertook intentional action research with the primary goal of improving practice through successive cycles of plan-act-evaluate-reflect, and which lead to practice modification. We found that participating, collaborating, building relationships, communicating, and trusting, and the transformational nature of PALAR, are crucial to the process of enhancing learning. The findings imply that PALAR can provide lecturers with a rich learning experience. This chapter adds to the body of knowledge by demonstrating how the PALAR approach can be used in co-teaching for teacher education.

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Section: Nature Of Co-teachingmentioning

confidence: 99%