Shared Promises and Challenges of Coteaching: General-Special Education and Mentor Preservice Partnerships

Hedin, Laura; Conderman, Greg

doi:10.1080/01626620.2015.1078756

Cited by 9 publications

(9 citation statements)

References 39 publications

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“…An increasing number of studies have explored the conditions necessary for effective co-teaching to occur in preservice programs as well as factors that inhibit successful co-teaching implementation. This research focused primarily on the co-teaching relationship, degrees of co-teaching implementation, and affordances and constraints experienced by preservice teachers in co-teaching models (Guise et al, 2017;Hedin and Conderman, 2015;Soslau et al, 2019). Hedin and Conderman (2015) noted that co-teachers need ongoing professional development, common co-planning time, shared teaching philosophies and opportunities to co-teach over extended periods.…”

Section: Mentor Teacher Professional Growthmentioning

confidence: 99%

“…This research focused primarily on the co-teaching relationship, degrees of co-teaching implementation, and affordances and constraints experienced by preservice teachers in co-teaching models (Guise et al, 2017;Hedin and Conderman, 2015;Soslau et al, 2019). Hedin and Conderman (2015) noted that co-teachers need ongoing professional development, common co-planning time, shared teaching philosophies and opportunities to co-teach over extended periods. In their review of 17 articles on co-teaching participants' professional development, Fluijt et al (2016) concluded that co-teachers faced challenges with interpersonal and normative aspects of development and argued that more emphasis on team reflection, collaborative sensemaking and a shared vision among co-teachers is needed.…”

Section: Mentor Teacher Professional Growthmentioning

confidence: 99%

mentioning

confidence: 99%

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Co-teaching as an opportunity for mentor teacher professional growth

Karathanos-Aguilar

Ervin-Kassab

2022

IJMCE

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PurposeA growing body of research has pointed to the potential benefits of a co-teaching clinical residency model in preservice education. Preservice co-teaching research has focused primarily on conditions necessary for effective co-teaching to occur, factors that inhibit successful co-teaching implementation, and teacher candidate development. Researchers have called for further exploration into potential benefits of preservice co-teaching models for the mentor teacher. In this study, the authors explored ways in which mentor teachers who participated in a co-teaching pre-service program experienced professional growth.Design/methodology/approachIn order to gain insights into the perspectives of mentor teachers and ways in which they experienced professional growth through their experiences in the co-teaching program, the authors used a qualitative, descriptive approach. The authors’ primary data source included interviews conducted with 42 mentor teachers from five content-areas. Researcher communication and interactions with co-teachers over time, along with artifacts including field notes, co-teacher reflections on practice, and program documents, served as peripheral data sources.FindingsResults indicated that co-teachers experienced meaningful professional growth in areas represented by the following themes: (1) critical reflection, (2) pedagogical renewal, (3) in situ feedback and refining practice and (4) application of learning to leadership roles.Originality/valueThis study, which is one of only a few studies focusing explicitly on mentor co-teacher professional growth, provided new insights into learning opportunities afforded to mentor teachers through a participation in a blended model of co-teaching and communities of practice.

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Section: Mentor Teacher Professional Growthmentioning

confidence: 99%

Section: Mentor Teacher Professional Growthmentioning

confidence: 99%

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Co-teaching as an opportunity for mentor teacher professional growth

Karathanos-Aguilar

Ervin-Kassab

2022

IJMCE

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“…Coteaching is a model for learning to teach where teacher candidates 1 and clinical educators work alongside one another and share responsibility for student learning (Darragh, Picanco, Tully, & Henning, 2011; Martin, 2009; Tobin, 2006). Teacher education programs have adopted this model for student teaching because there is evidence that coteaching supports pupil learning (Bacharach, Heck, & Dahlberg, 2010; Emdin, 2007) and coteacher learning (Gallo-Fox & Scantlebury, 2016; Guise et al, 2016; Hedin, Conderman, Hedin, & Conderman, 2015; Kerin & Murphy, 2015; Roth, Tobin, Carambo, & Dalland, 2004; Siry, 2011). Coteaching intentionally supports opportunities for teacher candidates to develop expertise that they can use to improve their practice during and after student teaching.…”

Section: Introductionmentioning

confidence: 99%

The Promises and Realities of Implementing a Coteaching Model of Student Teaching

Soslau

Gallo-Fox

Scantlebury

2018

Journal of Teacher Education

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Within a sociocultural framework, we use situated learning theory to explore the use of a coteaching approach during student teaching. Coteaching is a model for learning to teach where clinical educators and teacher candidates teach alongside one another and share responsibility for pupil learning. Teacher education programs have adopted this model for student teaching because there is evidence that coteaching supports pupil learning and coteacher learning. This study of coteaching in three teacher education programs, within the same university, examined opportunities afforded for teacher candidates’ development of growth competence, adaptive teaching expertise, and collaborative expertise. Data analysis from the nested, cross-case qualitative study enabled us to examine opportunities for candidate learning afforded by coteaching during student teaching, posit recommendations on using coteaching, explain the necessary conditions, and discuss the model’s current limitations.

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“…These challenges include lack of training, compatibility, and planning time. Hedin and Conderman (2015) contend that lack of training could be a potential barrier to a co-teaching partnership, and that university partners, through on-site support can help beginning and experienced co-teachers advance their instructional knowledge and skills. Schools without university partners will need to ensure they have some level of ongoing training at the campus level.…”

mentioning

confidence: 99%

Facilitating Collaboration Through a Co-Teaching Field Experience

Montgomery¹,

Akerson²

2019

Networks: An Online Journal for Teacher Research

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This article describes an action research project in which two teacher educators implemented a coteaching field experience with pre-service teacher candidates acting as co-teachers to facilitate collaboration among peers. The goal of the action research was to better meet the needs of preservice teacher candidates and continually develop their ability to grow as reflective and collaborative future teaching educators. To increase collaboration, co-teaching models were implemented in an early field experience. Teaching activities and assignments provided opportunities for collaboration as co-teachers and as members of a teaching community. Data collection and observations indicate peer-to-peer co-teaching helped create a collaborative atmosphere for PTCs, while also revealing areas that need additional refinement in the field experience course.

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Shared Promises and Challenges of Coteaching: General-Special Education and Mentor Preservice Partnerships

Cited by 9 publications

References 39 publications

Co-teaching as an opportunity for mentor teacher professional growth

Co-teaching as an opportunity for mentor teacher professional growth

The Promises and Realities of Implementing a Coteaching Model of Student Teaching

Facilitating Collaboration Through a Co-Teaching Field Experience

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