Can Both Co-Teaching and Coaching Improve Teacher Readiness? What the Data Tell Us

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

Abstract

This paper investigated the systematic way faculty researched multiple innovative internship models. Coaching, co-teaching, coaching/co-teaching, and control models were examined using a quasi-experimental research designs over multiple semesters. Research questions explored the impact of each model on teacher candidates’ planning, teaching and assessing as measured by their performance on the edTPA. Data analysis of mean overall edTPA scores showed no significant differences across the groups; however, analysis of individual edTPA rubrics indicated that teacher candidates who participated in the three innovative models outperformed teacher candidates who completed the traditional internship. Additionally, teacher candidates in the coaching model scored significantly higher on 4 rubrics. These findings were used to create a new internship model.

Authors

• Kristen Cuthrell, East Carolina University

• Christina M. Tschida, East Carolina University

• Joy Stapleton, East Carolina University

• Elizabeth A Fogarty, East Carolina University

• Ann A. Bullock, East Carolina University