Co-Constructing Expertise: Co-Teaching as Transformative Activity in Teacher Preparation

• In Event: Sheraton Roundtable Session 8
  In Roundtable Session: Models of Co-Teaching and Mentor Relationships

Abstract

This study analyzes four years of qualitative data from co-teaching residencies in a teacher preparation program to understand how co-teaching arrangements impacted credential candidate and mentor teacher practice, providing increased levels of agency, knowledge of practice, and knowledge in practice. We utilize activity theory (Leont’ev, 1978) to consider the ways that co-teaching enables participant access to an expanded set of resources (Roth & Tobin, 2005) and a repertoire of discursive tools, artifacts, and division of labor. Findings such as the role of co-constructing expertise, negotiating difference, sharing discursive and material authority, and expanding student agency are considered as are implications of the data for secondary teacher preparation programs interested in adopting a co-teaching model in the field experience.

Authors

• Maris Rachel Thompson, California State University - Chico

• Alfred Richard Schademan, California State University - Chico