Affordances of Co-Teaching in Collaborative Teacher Inquiry as an Adaptive Model of Teacher Learning

• In Event: Professional Development Through a Social Justice Lens

Abstract

Internationally, the inequitable achievement of different groups of students is increasingly seen as a school performance issue focused on the need for changes in teaching to meet increasingly diverse student needs. This study aimed to explore how a group of teachers in a New Zealand primary (elementary) school collaboratively inquired into their practice with the ultimate objective of promoting improved mathematics learning for students they had identified as at risk of underachievement. The collaborative inquiry design that emerged featured co-teaching and this paper reports on the affordances of such a model to catalyse change and open spaces for teacher learning.

Authors

• Raewyn Eden, Victoria University of Wellington

• Joanna Higgins, Victoria University of Wellington