Co-Teaching Partnerships During Student Teaching: Cooperating Teachers' Professional Realizations and Growth

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

Abstract

Given the lack of research on the co-teaching model of student teaching in general education courses, this study was designed to explore how co-teaching relationships evolved over the course of a school year. Drawing on qualitative interview and focus group data, we present findings that specifically address how the co-teaching model of student teaching impacted cooperating teachers’ conceptions of themselves as teacher educators. Drawing on a grounded theory approach to data analysis we developed four main categories of findings: challenges, social benefits, lessons learned, and professional realizations. These categories of findings suggest that the co-teaching model of student teaching has the potential to overcome challenges inherent in mentoring student teachers while providing enlightening experiences and growth for experienced teaching professionals.

Authors

• Elizabeth Testa, Kent State University

• Lisa A. Borgerding Donnelly, Kent State University

• Todd S. Hawley, Kent State University