Facilitating Cooperating Teachers’ and Candidates’ Understandings of Teaching and Learning Using the Coteaching Model

• In Event: Advancing the Study of Student Teaching: New Literature Reviews, Coteaching Methodology, and Science Education

Abstract

Eighteen cooperating teacher and teacher candidate pairs were trained to participate in a semester long, fulltime co-teaching experience in which participants worked together to plan and deliver instruction. In addition to direct observation by university supervisors, pre and post interviews were conducted with co-teaching teams to determine new learning by both the cooperating teacher and teacher candidate. Results indicated teacher candidates emphasized learning in the areas of classroom management, planning, delivery of instruction, and reflection on instruction. Cooperating teachers emphasized learning more about differentiating instruction and working in collegial models.

Authors

• Hillary Merk, University of Portland

• Jacqueline C. Waggoner, University of Portland

• James B. Carroll, University of Portland

• Bruce N. Weitzel, University of Portland

• John L. Watzke, University of Portland