Synchronizing and amending: A conversation analytic account of the “Co-ness” in co-teaching

King, Allie Hope

doi:10.1016/j.linged.2022.101015

Cited by 3 publications

(6 citation statements)

References 53 publications

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“…Jennifer and Leo's expansion of the basic concept of co-teaching). Co-teachers, not just two teachers, must constantly make modifications to their lessons through co-reflection that may amend or synchronize their co-learning (King, 2022). explained that "new aspects of practical embodied understanding arise from their dialectical relation with explanatory activities" (p. 199).…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

“…A dialectical perspective of co-teaching not only takes an oppositional stance on either individual or collective teaching, but also is a synthesis of opposites that generates co-learning opportunities, leading to co-development of co-teachers. Thus, Tobin (2002, 2005) maintain that co-teaching should not be reduced to team teaching symmetrically, in which two teachers lead the lesson side by side (King, 2022). Instead, co-teaching requires teachers (not just two teachers in the same classroom) to come together to engage in co-planning and co-debriefing to co-reflect and dialectically think about their mediation (or lack thereof) jointly, as well as in tandem with their Learning to co-teach students' learning (D avila et al, 2017;Friend et al, 2010).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…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).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…But “ co-ness ” is more than a matter of quantity (King, 2022). From a developmental teaching perspective, it is a fundamentally different teaching and therefore learning experience for co-teachers.…”

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: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

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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Language in Classroom Communication

Romig,

Waring

2024

Reference Module in Social Sciences

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Presenting a united front at the dinner table: The case of merged speakership and merged recipiency

Waring

2023

Lang. Soc.

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The importance of presenting a united front has long since been an integral part of parenting advice. Despite the wealth of productive research on parent-child interaction, we have very little knowledge of how such a united front is assembled in situ, In the meantime, although few would question the benefit of collaboration, we are still in the process of understanding how collaboration is carried out in the micro-moments of interaction. This article contributes to the growing literature on parent-child interaction as well as that on collaboration in interaction by detailing how two parents achieve collaboration through merged speakership and merged recipiency. Findings may be applicable to a wide range of workspaces beyond the domestic sphere. (Family interaction, conversation analysis, collaboration)*

show abstract

Synchronizing and amending: A conversation analytic account of the “Co-ness” in co-teaching

Cited by 3 publications

References 53 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

Language in Classroom Communication

Presenting a united front at the dinner table: The case of merged speakership and merged recipiency

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