Huddling: A Key Practice in Co-Teaching for Developing Teacher Candidates' Adaptive Teaching Expertise

• In Event: 42.050 - Co-Teaching Models for Preservice Teacher Development

Abstract

Coteaching requires engagement by both teacher candidates and clinical educators during all aspects of student teaching and is an alternative to the practice of the gradual release of teaching responsibility to the candidate. Though there is an increased use of coteaching as a model for student teaching, little is known about how the model affords improved learning opportunities for candidates. This study examined the role of huddling as a context for teacher candidates’ learning how to adapt instruction in situ. Findings from a cross-program study showed that huddles were evenly initiated by both teacher candidates and clinical educators, predominantly occurred during teaching, and covered a range of topics such as classroom management and adjustments to instructional strategies.

Authors

• Elizabeth Gayle Soslau, University of Delaware

• Stephanie Kotch-Jester, University of Delaware

• Kathryn Scantlebury, University of Delaware