Striving for Co-Generation When Co-Planning: Discourse and Planning Practices Essential for Equitable Collaboration

• In Event: Dismantling Racist and Oppressive Systems in Teacher Education for a Multiracial Democracy

Abstract

This qualitative study examines how three coteaching pairs (i.e., pre- and in-service teacher) engaged in two video recorded coplanning sessions. Through the coding and analysis of discourse related to planning practices and purpose of talk that occurred during the coplanning sessions, our study identifies essential coplanning characteristics that support pairs in achieving high levels of collaboration. We argue that pairs who utilized a variety of purposes of talk by both coteachers were able to achieve greater levels of cogeneration while simultaneously disrupting the power differential of novice/expert, enabling both teachers’ voices to be heard and valued. We also explore how planning practices and discourse shifted when transitioning from in-person collaboration to virtual.

Authors

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

• Sarina Fernandez, Santa Cruz High

• Sierra Taylor, California Polytechnic State University

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