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

Soslau, Elizabeth; Gallo-Fox, Jennifer; Scantlebury, Kathryn

doi:10.1177/0022487117750126

Cited by 39 publications

(56 citation statements)

References 45 publications

(67 reference statements)

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“…In a study of 12 novice-mentor dyads in elementary, middle and high schools, researchers found that novices did not perceive themselves as agents in their own learning and relied on mentors to initiate changes in their roles during teaching, hindering their opportunities to develop adaptive expertise (Soslau et al, 2019).…”

Section: The Role Of Agency In Navigating the Clinical Experiencementioning

confidence: 99%

Learning to teach science during the clinical experience: Agency, opportunity, and struggle

et al. 2021

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Agency has been used as a lens to focus on how educators learn through pedagogical risk-taking, advocacy for curricular reform, and resisting policies that are not focused on the needs of students. We explored the role of agency as 65 preservice science teachers created learning opportunities for themselves during their clinical placements. Specifically, we investigated whether the types of agentive episodes varied by the level of congruence novices perceived between the vision of science teaching supported in their university coursework and the prevailing practices and culture of their host classrooms. Interview and survey data of participants from three preparation programs indicate that those in highly congruent placements experienced earlier and more mentor-scaffolded opportunities to take on active roles in teaching, and exercised agency to extend research-informed practices or tools they observed their mentors using. This resulted in participants seeing the richness of students' thinking and how capable they were of challenging work, given strategic supports. Those in low congruence placements had fewer chances to play active roles in teaching, were more likely to draw upon agency to make minor adjustments as they emulated their mentors' instructionally conservative lessons, and expressed concern they were "getting better" at aspects of teaching they viewed as inequitable or less responsive to students.

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Section: The Role Of Agency In Navigating the Clinical Experiencementioning

confidence: 99%

Learning to teach science during the clinical experience: Agency, opportunity, and struggle

et al. 2021

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“…Autrement dit, ils sont apprenants, si et seulement si, ils offrent la possibilité aux membres de la communauté d'user du potentiel formateur de leur espace de travail en offrant les conditions d'un recouvrement plus ou moins exhaustif entre l'exercice du travail et la formation à celui-ci (Baeten et Simons, 2014). Bien évidement ce recouvrement, souvent seulement limité aux dimensions spatiales et temporelles, nécessite des conditions singulières de collaboration au sein même de la communauté professionnelle considérée, par exemple en termes de co-enseignement et/ou co-analyse entre pair•e•s (Huang et Shimizu, 2016 ;Soslau et al, 2019), mais aussi entre les membres de cette communauté et des partenaires extérieurs à celle-ci comme par exemple des formateur•rice•s et/ou chercheur•se•s (Ria et Moussay, 2014). À dimension technologique, certains travaux tentent, pour ainsi dire, d'aller un peu plus loin en essayant de mettre en exercice l'ensemble de ces conditions.…”

Section: Discussion Et Conclusionunclassified

Susciter le développement professionnel en étayant la réflexivité en formation continue : une étude de cas à l’école maternelle

Talerien¹,

Chaliès²,

Bertone³

2021

SJER

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Cette étude de cas propose, à partir d’un programme de recherche anthropoculturel, un dispositif de formation adossé à la recherche qui crée les conditions formelles propices à la transmission efficace des règles d’une pratique pédagogique ordinaire entre deux enseignants expérimentés exerçant au sein de la même école maternelle. Afin de produire leur développement professionnel, les deux enseignants (l’un tenant le rôle de « pair formateur » et l’autre celui de « pair formé ») ont vécu trois épisodes de formation : (i) l’accès préalable du pair formateur à une vision plus claire des règles régissant sa pratique devant être transmise (ii) l’enseignement ostensif de ces règles par le pair formateur en direction du pair formé et (iii) deux mises en œuvre par le pair formé suivies à chaque fois d’une activité d’accompagnement sous forme de contrôle du pair formateur. Les résultats obtenus montrent (a) l’apprentissage d’une nouvelle règle par le pair formé lui permettant de résoudre une difficulté professionnelle ainsi que (b) le développement professionnel du pair formateur suite à son accompagnement de la pratique du pair formé.

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“…Soslau, Gallo-Fox, and Scantlebury (2019) define co-teaching in teacher preparation programs as "a model for learning to teach where teacher candidates and clinical educators work alongside one another and share responsibility for student learning" (p. 265). In this context, co-teaching is more than simply teaching with another teacher-it is the continual, recursive process of co-planning, co-instructing, co-assessing, and co-reflecting that positions both participants as valuable contributors to the classroom environment (Allen, Perl, Goodson, & Sprouse, 2014;Nissim & Naifeld, 2018;Soslau et al, 2019).…”

Section: Co-teaching and The Student Teaching Experiencementioning

confidence: 99%

The Future of Field Experiences in Distance Education:

Wertzberger

2019

tpre

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In an attempt to be more culturally responsive to the needs of its students, universities across the country are leveraging technologies to make their campuses more readily available to a broader student audience. Yet, with the proliferation of online teacher preparation programs, difficulties arise in providing preservice teachers with quality field experiences. This case study examines how telepresence robotic technology was used to facilitate a field experience that would otherwise have been prohibitive in a master of arts in teaching program. While a substantial body of literature examines the use of virtual environments and technologies in educating hard-to-reach populations, little research has been done in how telepresence technologies may effectively bridge the access gap for preservice teachers who are place-bound geographically. The findings from this study suggest that, when coupled with the implementation of effective co-teaching practices, telepresence technology can facilitate meaningful field experiences in real time, for place-bound preservice teachers without local K-12 institutions to host their field experiences.

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

Cited by 39 publications

References 45 publications

Learning to teach science during the clinical experience: Agency, opportunity, and struggle

Learning to teach science during the clinical experience: Agency, opportunity, and struggle

Susciter le développement professionnel en étayant la réflexivité en formation continue : une étude de cas à l’école maternelle

The Future of Field Experiences in Distance Education:

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