Preservice general educators using co-teaching models in math and science classrooms of an urban teacher residency programme: learning inclusive practices in teacher training

Ricci, Leila A.; Persiani, Kimberly; Williams, A. Dee; Ribas, Yvonne

doi:10.1080/13603116.2018.1563643

Cited by 7 publications

(4 citation statements)

References 20 publications

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“…The structural and historically accumulated contradictions in the co-teaching concept include the establishment of its mentoring relationship based on pairing two teachers (expert and novice) to teach side by side (King, 2022). This is manifested in the dialectical tensions that teaching-residents and mentor-teachers have expressed concerning their experiences working in the same classroom placement during a residency program (Ricci et al ., 2019a, b). These are negations of collaborations and anti-collaborations.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…expert and novice). Although co-teaching has been incorporated into such programs as a source of mentorship (Ricci et al ., 2019a, b), few studies have examined co-teaching's dialectical nature vis-à-vis learning by both teaching-residents and mentor-teachers. This study's purpose is to investigate how mentor-teachers and teaching-residents resolve dialectical tensions through their co-development as co-teachers during teacher residency placements.…”

Section: Introductionmentioning

confidence: 99%

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Learning to co-teach: understanding the co- in a mentored co-teaching activity

Chang,

Goodwin

2023

JPCC

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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).

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Learning to co-teach: understanding the co- in a mentored co-teaching activity

Chang,

Goodwin

2023

JPCC

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“…Online learning can provide opportunities for prospective teacher students who are fast learners and have high learning creativity. In contrast, face-to-face learning can assist the slower learners and provide encouraging results (Lockhart, McKee, & Donnelly, 2017;Kent, Laslo, & Rafaeli, 2016;Ansari Ricci, Persiani, Williams, & Ribas, 2019;Wetzel, De Arment, & Reed, 2015). The study time for students independently and with lecturer involvement in the classroom can be arranged as needed.…”

Section: Literature Reviewmentioning

confidence: 99%

Blended Learning in Teaching Technical Teacher Candidates With Various Types of Learning Styles

Tambunan

Silitonga

Sidabutar

2021

International Journal of Mobile and Blended Learning

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To compare the different impacts of the balance of face-to-face and online learning in blended learning, along with learning styles, an experiment was done using a 3x4 design consisting of three blended learning composition groups of 25% face-to-face and 75% online, an equal balance of face-to-face and online, and 75% face-to-face and 25% online. There were four learning style type groups of Diverger, Assimilator, Converger, and Accommodator. The population was student teachers in electrical engineering. Students of each style were randomly allocated to the three blended learning groups. It was found that both the blend of online and face-to-face learning and the types of learning styles affect competence outcomes significantly in some combinations.

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“…A variety of online and face-to-face mixtures in blended learning may be formed to meet those needs so that the provision of learning assistance can be more efficient in each group based on the type of individual learning characteristics shared (Haruehansawasin & Kiattikomol, 2017). Online learning can be a place to provide opportunities for prospective teacher students who are fast learners and who have a high degree of learning creativity; while slow learners are assisted through face-to-face learning so that this can provide encouraging results (Dunn, Giannitti, Murray, Rossi, Geisert, & Quinn, 1990;Phillips, Stott, & Birrell, 1987;William, 1999;Ansari Ricci, Persiani, Williams, & Ribas, 2019;Wetzel, De Arment, & Reed, 2015). The portion of lecturer involvement in the classroom, and study time for students independently, can be arranged as needed.…”

Section: Teacher Candidates' Competence In Blended Learningmentioning

confidence: 99%

Teaching Technical Teacher Candidates with Various Types of Learning Styles: Online and Face-to-Face Compounds

Tambunan

Silitonga

Sidabutar³

2019

IJHE

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Differences in statements about the practice of blended learning (a combination of online and face-to-face instruction) were found in experiments conducted on prospective students of engineering teachers. There were various forms of learning, and—significantly—the various types of learning styles had a significant influence on competence. Group members’ competencies based on learning is significantly different, but based on the type of learning style, there are competencies which are not significantly different between several groups

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Preservice general educators using co-teaching models in math and science classrooms of an urban teacher residency programme: learning inclusive practices in teacher training

Cited by 7 publications

References 20 publications

Learning to co-teach: understanding the co- in a mentored co-teaching activity

Learning to co-teach: understanding the co- in a mentored co-teaching activity

Blended Learning in Teaching Technical Teacher Candidates With Various Types of Learning Styles

Teaching Technical Teacher Candidates with Various Types of Learning Styles: Online and Face-to-Face Compounds

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