Co-Teaching and Novice Teachers' Sense of Preparedness for Elementary Teaching

• In Event: Sheraton Roundtable Session 18
  In Roundtable Session: Working Together to Support Teacher Learning: Co-Teaching, Design Thinking, and Professional Learning Communities

Abstract

Co-teaching has been widely assumed useful in offering contextualized support for novice teachers’ learning to teach in teacher education and professional development contexts. However, such an assumption has not been carefully examined using large data sets. This study examines this assumption drawing on the survey data from elementary teachers from 2013 TALIS. The results indicated that the more often novice teachers co-teach with experienced teachers, the less likely novice teachers would feel prepared in content and pedagogy knowledge necessary for elementary teaching and they may not feel differently about their preparedness in classroom teaching.

Authors

• Nan Wu, Texas Tech University

• Jian Wang, Texas Tech University

• Yilan Liu, Texas Tech University