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

Bibliographic Data

ID4309558
AuthorsElizabeth Soslau (University of Delaware, Newark, USA, corresponding author), Jennifer Gallo-Fox (0000-0001-5679-5541, University of Delaware, Newark, USA), Kathryn Scantlebury (0000-0003-1829-6535, University of Delaware, Newark, USA)
Year2019
Volume70
Issue3
Pages265-279
Publication date2019-05-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0022-4871 • E-ISSN: 1552-7816
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0022487117750126
OpenAlexW2794312143
LanguageEN
Citations received23
References cited45

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

Competence (human resources) · Cooperative learning · Mathematics education · Pedagogy · Situated · Teaching method · Team teaching · Collaborative Teaching and Inclusion · Computer Science · Disability Education and Employment · Psychology · Teacher Education and Leadership Studies

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