Leveraging Co-Teaching in Teacher Education to Enhance Classroom Management Skills of Preservice Teachers: Effects and Implications

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: School-University Partnership Research Roundtable: Creating Space and Agency (Table 8)

Abstract

This study aims to investigate the influence of a novel co-teaching approach involving the collaborative teaching of university instructors and school teachers on PSTs’ comprehension of classroom management skills. Based on a pooled cross-sectional dataset comprising 513 students, the authors conducted analyses using descriptive statistics, factor analysis, and Ordinary Least Squares (OLS) regression analysis. The results showed that there is a positive correlation between students' level of appreciation for co-teaching and their recognition of classroom management work and the teaching profession. Teacher education is a profoundly practical domain. In addition to school-based practicum experiences, it is crucial for universities to collaborate with schools in order to enhance the professional development of PSTs within university-based curricula.

Author

• Jianmei Xu, Hangzhou Normal University