"It All Came Together": Co-Planning, Co-Teaching, Co-Learning for 21st-Century STEM Education

• In Event: Collaborative Approaches to Enhance Preservice Teachers' Teaching Practices

Abstract

This research examined a co-planning, co-teaching, co-learning (3C) model of pre-service teacher professional development between 2 university faculty (UF) and 8 teacher candidates (TCs). Research related to co-teaching has often examined relationships between TCs and mentor teachers but limited work exists examining in-school mentorship between UF and TCs. The following research questions directed this study: 1) How do TCs experience a co-plan, co-teach, co-learn model with their faculty? and 2) What are the implications of the 3C model for STEM programming? Our findings highlight the social-constructivist nature of teaching and learning and demonstrate how the 3C model may serve to deepen TC understanding of STEM content, pedagogical content knowledge (PCK), and how to design inclusive programs by knowing learners.

Authors

• Michelle Dubek, OISE/University of Toronto

• Carol Doyle-Jones, Niagara University

• Suzanne de Castell, University of Ontario Institute of Technology

• Emily Nicholishen, University of Toronto