“…In the teacher education literature, some co-teaching studies view co-teachers as collaborators in ICT classrooms (D avila et al, 2017;Friend et al, 2010;Honigsfeld and Dove, 2019;Rytivaara et al, 2023), which undermines the dialectical nature of co-teaching and co-learning. To theorize and better understand the co-in co-teaching, this study was designed to analyze narratives from teaching-residents and mentor-teachers in an urban teacher residency program as they reflect on their co-teaching philosophy and the relationships they have built.…”
Section: Theoretical Frameworkmentioning
confidence: 99%
“…Co-teaching activities have been studied extensively for high need and teacher shortage areas, such as special education (Gurgur and Uzuner, 2011;Jortveit and Kova c, 2021) and teaching English to speakers of other languages (TESOL) (D avila et al, 2017;Friend et al, 2010;Rytivaara et al, 2023). Co-teaching also is becoming more prevalent in schools generally to promote teacher collaboration (Honigsfeld and Dove, 2019). Understanding how to collaborate with other co-teachers as a novice teacher is the key to Learning to co-teach developing their own professional capital in the teaching community (Hargreaves and Fullan, 2012;Osmond-Johnson and Fuhrmann, 2022).…”
PurposeCo-teaching is a foundational mentoring model used in teacher residency programs in urban classrooms throughout the United States of America. Beyond the basic understanding of co-teaching in categorizing classroom models, the purpose of this qualitative case study is to investigate the dialectical tensions manifested in mentored co-teaching activities through the lens of cultural-historical activity theory (CHAT).Design/methodology/approachDesigned as a qualitative case study of 17 pairs of teaching-residents and mentor-teachers, the authors used thematic analysis to scrutinize archival interview data in an urban teacher residency program located in the largest megalopolis of the USA Northeast. The authors used CHAT-based concept coding to analyze the interview narratives from participants across different secondary school placements as they reflected on their co-teaching philosophy and the relationships they built.FindingsThe authors found that for teaching-residents and mentor-teachers to co-develop as co-teachers, they jointly must learn to resolve the dialectical tensions of unbalanced classroom ownership vs added co-working responsibilities, breaking from routine so that a partnership can grow. Furthermore, the findings suggest that the prefix co- should be understood as (1) shifts in thinking that transcend the status quo and (2) the orchestration of human capital to change norms.Originality/valueThis new understanding of the prefix co- allows teacher education programs to better mediate the dialectical tensions experienced by co-teachers in a mentored co-teaching activity, from individual teacher learning (e.g. a pair/dyad comprising one teaching-resident and one mentor-teacher) to collective co-learning across activity systems (e.g. partnership-based teacher education).
“…In the teacher education literature, some co-teaching studies view co-teachers as collaborators in ICT classrooms (D avila et al, 2017;Friend et al, 2010;Honigsfeld and Dove, 2019;Rytivaara et al, 2023), which undermines the dialectical nature of co-teaching and co-learning. To theorize and better understand the co-in co-teaching, this study was designed to analyze narratives from teaching-residents and mentor-teachers in an urban teacher residency program as they reflect on their co-teaching philosophy and the relationships they have built.…”
Section: Theoretical Frameworkmentioning
confidence: 99%
“…Co-teaching activities have been studied extensively for high need and teacher shortage areas, such as special education (Gurgur and Uzuner, 2011;Jortveit and Kova c, 2021) and teaching English to speakers of other languages (TESOL) (D avila et al, 2017;Friend et al, 2010;Rytivaara et al, 2023). Co-teaching also is becoming more prevalent in schools generally to promote teacher collaboration (Honigsfeld and Dove, 2019). Understanding how to collaborate with other co-teachers as a novice teacher is the key to Learning to co-teach developing their own professional capital in the teaching community (Hargreaves and Fullan, 2012;Osmond-Johnson and Fuhrmann, 2022).…”
PurposeCo-teaching is a foundational mentoring model used in teacher residency programs in urban classrooms throughout the United States of America. Beyond the basic understanding of co-teaching in categorizing classroom models, the purpose of this qualitative case study is to investigate the dialectical tensions manifested in mentored co-teaching activities through the lens of cultural-historical activity theory (CHAT).Design/methodology/approachDesigned as a qualitative case study of 17 pairs of teaching-residents and mentor-teachers, the authors used thematic analysis to scrutinize archival interview data in an urban teacher residency program located in the largest megalopolis of the USA Northeast. The authors used CHAT-based concept coding to analyze the interview narratives from participants across different secondary school placements as they reflected on their co-teaching philosophy and the relationships they built.FindingsThe authors found that for teaching-residents and mentor-teachers to co-develop as co-teachers, they jointly must learn to resolve the dialectical tensions of unbalanced classroom ownership vs added co-working responsibilities, breaking from routine so that a partnership can grow. Furthermore, the findings suggest that the prefix co- should be understood as (1) shifts in thinking that transcend the status quo and (2) the orchestration of human capital to change norms.Originality/valueThis new understanding of the prefix co- allows teacher education programs to better mediate the dialectical tensions experienced by co-teachers in a mentored co-teaching activity, from individual teacher learning (e.g. a pair/dyad comprising one teaching-resident and one mentor-teacher) to collective co-learning across activity systems (e.g. partnership-based teacher education).
“…Ultimately:‘When teachers [and paraprofessionals have the skills and resources necessary to] collaborate and form high functioning teams, the whole is greater than the sum of its parts, and their collective efficacy – their effectiveness – is increased’. (Honigsfeld & Dove, 2019, p. 405)…”
The purpose of this study was to examine how paraprofessionals and other service providers participate in co‐teaching with a certified special education pre‐Kindergarten teacher during dual language (DL) instruction. The study took place in two DL special education preschool classrooms located in an urban public school district in the southwestern US. The district enlisted paraprofessionals as lead Spanish instructors when the lead teacher was not bilingual in Spanish and English to implement the DL programme effectively. Participants were one special education teacher, two paraprofessionals and one teaching artist, who participated in a year‐long professional development programme to employ drama strategies to develop children's Spanish and English literacy skills and promote inclusion. Findings indicated that the participants utilised multiple co‐teaching models to collaborate and meet the needs of their students during English and Spanish instruction. Through co‐teaching, all educators had opportunities to take lead and supporting roles in instruction.
“…In collaborative service delivery, a cadre of professionals (e.g., special education, bilingual, and/or EL teachers, related service providers) and nonprofessionals (e.g., bilingual paraeducators, speech–language assistants, interpreters) are expected to contribute and coordinate efforts to facilitate academic achievement and language development simultaneously (Kangas, 2017; Langdon & Saenz, 2016; Rosa-Lugo & Fradd, 2000). Researchers have proposed interprofessional collaborative models for ELs that require participants to use their specific expertise and knowledge when carrying out interventions (Bell & Baecher, 2012; Honigsfeld & Dove, 2019; Nutta et al, 2012; Rosa-Lugo et al, 2017, 2020). However, there has been less clarity regarding how this assemblage of school personnel can effectively facilitate learning with ELs, including in vocabulary (Archibald, 2017; McLeod, 2014; Pham et al, 2011).…”
Section: Meeting the Vocabulary Needs Of Elsmentioning
English learners (ELs) struggle with vocabulary learning and often evidence serious vocabulary gaps. It is challenging, especially for professionals who do not speak the native language of the students, to teach EL students vocabulary that supports academic learning, is compatible with classroom instruction, and considers their changing language proficiency levels. A compounding factor may be the additional presence of a language disorder. The purpose of this article is to provide a context for professionals and nonprofessionals, monolinguals and bilinguals, to work together in developing strong lexicons in ELs to support academic growth. Toward that end, the authors discuss the nature of the school-age EL population, vocabulary needs of this heterogeneous population, the need for collaboration in the wise use of available resources, a technique called the Vocabulary Scenario Technique designed for collaborative implementation, and guiding principles about vocabulary instruction with ELs that can be of use to researchers and practitioners.
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