Opportunities for Learning in a Co-Teaching Model: Implications for University-Based Field Instructors

• In Event: 31.047 - Perspectives on Co-Teaching and Student Teaching Settings and Requirements

Abstract

As pressure from teacher accountability measures mount, teacher educators are working to position teacher candidates as useful resources, not as trainees that detract from cooperating teachers’ focus on pupil learning. A coteaching approach maintains focus on pupil learning while supporting teacher candidate growth. This paper explores learning opportunities for teacher candidates afforded during coteaching. Findings from a qualitative cross-case analysis (N=12) show that although there is a relationship between key components of the approach (coplanning, coteaching, and coevaluation) and learning opportunities, coteachers did not always capitalize on these opportunities. Suggestions for leveraging university-based field instructors, as sources of support aimed at improving learning opportunities, are posited and a reconceptualization of the traditional triad is described.

Authors

• Elizabeth Gayle Soslau, University of Delaware

• Jennifer Gallo-Fox, University of Delaware

• Kathryn Scantlebury, University of Delaware

• Susan Gleason, University of Delaware