Interactive co-teaching strategies

Developing effective partnerships

Bibliographic Data

ID12428434
AuthorsCarolyn Casale (Delta State University, corresponding author), Stephanie Thomas (0000-0001-7401-5940, Cleveland Metropolitan School District)
Year2018
Volume26
Issue3
Pages260-269
Publication date2018-11-21
Open AccessYes
TypeARTICLE
VenueOn the Horizon The International Journal of Learning Futures (JOURNAL)
Journal identifiersISSN: 1074-8121 • E-ISSN: 2054-1708
PublisherEmerald Publishing Limited (PUBLISHER • GB)
DOI10.1108/oth-08-2017-0078
OpenAlexW2901950323
LanguageEN
References cited3

Purpose The purpose of this study is to understand how to develop closer partnership ties among university education faculty and local high school teachers. This study consisted of a university-based teacher education faculty and a high school social studies teacher co-teaching controversial topics using interactive student-centered approaches at a high school in the southeastern United States. Design/methodology/approach A qualitative design included data sources from lesson plans, student assignments and the co-teacher’s reflection process. The theoretical frame integrates reflective practice, culturally relevant teaching and Zeichner’s hybrid space. Findings The findings of this research identified best practices for an effective co-teaching partnership between university-based teacher education faculty and social studies high school teachers. Originality/value The significance and practical implications are to develop partnerships to promote effective teaching

Frame (networking · General partnership · Mathematics education · Originality · Pedagogy · Political science · Qualitative research · Reflection (computer programming · Sociology · Teacher education · Value (mathematics · Collaborative Teaching and Inclusion · Computer Science · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies

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