Co-Teaching Coaching as a Tool to Support Pair Implementation of Co-Teaching During the Clinical Experience

• In Event: Moscone Center West Roundtable Session 2
  In Roundtable Session: Why Co-Teaching Matters: Learning From Student Teacher and Mentor Teacher Relationships

Abstract

Teacher preparation programs have adopted coteaching as a model for the clinical experience. Coteaching research shows variation in the level of collaboration achieved by pairs and the need for additional support. This study examined the use of coteaching coaching as one form of support to improve implementation. Data included three coteaching sessions per pair, two semi-structured interviews with each coteacher, and observations of cotaught lessons. Findings reveal commonality in the content of coaching sessions with pairs encountering similar problems of practice. Coaching improved coteaching implementation when both the coach and coteachers positioned themselves as learners, resolved misconceptions about the model, and critically explored resources. Coaching sessions could be improved by grounding discussions in data and engaging in triad collaboration.

Authors

• Megan Elizabeth Guise, California Polytechnic State University, San Luis Obispo

• Sarah Hegg, California Polytechnic State University - San Luis Obispo

• Amy Robbins