From pre- and in-service teachers’ asymmetric backgrounds to equal co-teaching
Investigation of a professional learning model
Bibliographic Data
| ID | 22167384 |
|---|---|
| Authors | Anttoni Kervinen (0000-0003-1689-6457, University of Helsinki, corresponding author), Päivi Portaankorva-Koivisto (0000-0003-1353-5963, University of Helsinki, corresponding author), Merike Kesler (0000-0002-6633-4906, University of Helsinki), Arja Kaasinen (0000-0002-6683-3051, University of Helsinki), Kalle Juuti (0000-0001-8696-2611, University of Helsinki), Anna Uitto (0000-0002-1568-7808, University of Helsinki) |
| Year | 2022 |
| Volume | 7 |
| Publication date | 2022-09-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2022.919332 |
| OpenAlex | W4297235904 |
| Language | EN |
| Citations received | 1 |
| References cited | 27 |
The existing co-teaching practices in teachers’ professional learning emphasize collaboration between pre-service and in-service teachers. Although this collaboration is usually defined by a mentor–student relationship with asymmetric power relations, successful co-teaching practices in schools are considered to involve parity, resulting in mutual learning for all involved parties. In this study, we designed a model for teachers’ professional learning in which pre- and in-service teachers collaborate and have shared goals, with the aim of equal responsibilities for planning and implementing instruction, despite the teachers’ diverse backgrounds. During the 4 years of piloting and developing the model in the Finnish teacher education context, we investigated how the participants reflected on the co-teaching process. We analyzed data from collaborative reflection sessions to identify the challenges and benefits of this untypical form of collaboration. The findings showed that asymmetric backgrounds may cause challenges, but that if these are overcome, they can also create opportunities for valuable co-teaching experiences for all the participants. Helping the participants initiate the co-teaching process and take different roles appeared to be essential for a successful process. We discuss the findings regarding the development of co-teaching practices in teacher education and in schools
Business · Mathematics education · Medical education · Pedagogy · Professional development · Professional learning community · Teacher education · Collaborative Teaching and Inclusion · Computer Science · Medicine · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
Defining Reflection
Practices of Professional Learning Communities
Special Education and General Education Teacher Perceptions of Collaborative Teaching Responsibilities and Attitudes Towards an Inclusive Environment in Jordan
Teacher training and learning to teach
An exploratory study of self-efficacy, school belongingness, and co-teaching perspectives from middle school students and teachers in a mathematics co-taught classroom
Learning about students in co-teaching teams
An analysis of mentoring conversations with beginning teachers
Co-teaching in inclusive classes
Student teachers' team teaching
Committing, engaging and negotiating
Achieving symbiosis
Coteaching as a model for preservice secondary science teacher education
Using thematic analysis in psychology
Co-Teaching
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |