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ERIC Number: EJ1057133
Record Type: Journal
Publication Date: 2006
Pages: 10
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: EISSN-1446-6120
Co-Teaching as an Approach to Enhance Science Learning and Teaching in Primary Schools
Murphy, Colette; Beggs, Jim
Science Education Review, v5 n2 p63.1-63.10 2006
In this article, we explore some of the experiences of student teachers, classroom teachers, science teacher educators, and children in co-teaching contexts in primary schools. The model of co-teaching adopted enabled student teachers (science specialist), classroom teachers, and university tutors to share expertise and work as equals, without mentoring, supervision, or assessment, to affect exciting learning opportunities for the children and for each other. Co-teachers planned, taught, and evaluated lessons together, and were encouraged to experiment with different learning and teaching approaches. The opportunities for all concerned were many. Students experienced an increase in their confidence to teach, and highly valued the more equal relationships they developed with the teachers and university tutors. The tutors also appreciated the improved relationships with students, the increased dialoguing with both students and classroom teachers about science, and the opportunity to reflect more on their own practice. Classroom teachers appreciated the opportunity to reflect in diaries that they kept, and greatly valued their own increased confidence in teaching investigative science. A survey of children carried out 6 months after the student placements evidenced their improved attitudes to school science, and fewer gender differences, compared with non-project children. Co-teaching constraints included the individual concerns of some students and teachers about their respective roles. The opportunities offered by co-teaching arose from processes such as the sharing of expertise, individuals working together with the same objective of enhancing children's science learning, the participation of science teacher educators, and the science workshops that took place in the university. (This paper is a summary, and update, of Murphy, Beggs, Carlisle, & Greenwood, 2004).
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Northern Ireland)