Co-Teaching, Co-Learning: Lessons Learned From Preservice Secondary Teachers' Cross-Disciplinary Collaborations

• In Event: 64.086 - MTCC Roundtable Session 27
  In Roundtable Session: 64.086-11 - Portfolios as a Vehicle for Collaborative Inquiry and Reflection in Teacher Education

Abstract

This ongoing, mixed-method inquiry studies cross-discipline collaborations between preservice secondary English language arts and social studies teachers through their content methods courses. These preservice teachers are responsible for designing, implementing, and reflecting on interdisciplinary lessons with secondary students from Title I public schools through a partnership program with a local living history museum, the school district, and the university. Data about their experiences are collected from (a) program evaluation surveys; (b) pre- and post-surveys of self-perceptions of efficacy; (c) focus groups; and (d) analysis of documents, including lesson plans and written reflections. The findings of this research are being used to inform best practices for modeling and using effective co-teaching strategies and multidisciplinary and collaborative pedagogy in teacher preparation programs.

Authors

• Leigh M. Tolley, University of Louisiana at Lafayette

• Toby A. Daspit, University of Louisiana at Lafayette