Co-Teaching in K–12 Classrooms: The Promise and Potential of Small-Group Workshops

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

Abstract

This paper reports the results of a co-teaching intervention in which teacher candidates lowered teacher: student ratio by leading small-group workshops based on student need. This study was conducted in a teacher residency program, and contributes to research literature that evaluates the effects of co-teaching practices on K-12 student learning. The results of our mixed-method research suggest the promise and potential of small-group workshops in co-taught classrooms. A multilevel model of K-12 students’ formative assessment scores predicts a significant positive increase in scores at the time of the intervention. Video analysis of small-group instruction provides evidence that teacher candidates in our sample have promising ability in mathematical teaching practices, and identifies teacher questioning as a site for future intervention.

Authors

• Amy Koehler Catterson, Alder Graduate School of Education

• Kathryn Goddard, Alder Graduate School of Education