Problematizing Co-Evaluation in Co-Teaching: Shifting Emphases and Restructuring Stakeholder Roles

• In Event: Innovative Practices in Co-Teaching and Collaborative Evaluation of Preservice Student Teachers

Abstract

Coteaching provides a clinical field experience that strengthens teachers candidates’ growth competence, flatten the hierarchy of the coteaching triad (teacher candidate, clinical educator, university field instructor (UFT)), and expands opportunities for coteachers to explicate their thinking and decision-making process. Heretofore coteaching models in preservice teacher education have not restructured evaluation of the implemented teaching to focus on the contribution of all participants to pupil learning. The paper introduces the concept of coevaluation in formal and informal discussion of how pedagogical practice impacts pupil learning during the student teaching capstone experience from three different teacher education programs located at the same mid-sized state university using coteaching and sociocultural theoretical frameworks

Authors

• Jennifer Gallo-Fox, University of Delaware

• Kathryn Scantlebury, University of Delaware

• Elizabeth Gayle Soslau, University of Delaware