Evaluating Co-Teaching as a Model for Preservice Teacher Preparation: Developing an Instrument Utilizing Mixed Methods

• In Event: Roundtable Session 18
  In Roundtable Session: Designing and Using Assessment Tools for Preservice Teacher Education

Abstract

This paper discusses the design, field testing and validation of a coteaching survey for teacher candidates and clinical educators. A team of experts (clinical educators, university researchers and teacher candidates), wrote items on coplanning, coteaching, co-respect and coevaluation. The measure has been implemented as a pilot investigation and subsequently revised utilizing mixed methods analysis including both qualitative (thematic analysis) and quantitative (confirmatory factor analysis) methods for construct validation and instrument fidelity. Results for a final version of a coteaching survey for both audiences will be discussed, as well as future directions for this measure will be explored.

Authors

• Andrea Drewes, University of Delaware

• Kathryn Scantlebury, University of Delaware