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ERIC Number: EJ1119541
Record Type: Journal
Publication Date: 2016
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0737-5328
Preconditions for Success and Barriers to Implementation: The Importance of Collaborative and Reflective Dispositions to Foster Professional Growth during a Coteaching Clinical Experience
Guise, Megan; Habib, Mireille; Robbins, Amy; Hegg, Sarah; Hoellwarth, Chance; Stauch, Nancy
Teacher Education Quarterly, v43 n4 p55-75 Fall 2016
Drawing on the work of Badiali and Titus (2010) and Bacharach, Heck, and Dahlberg (2010), we define coteaching as the following: both cooperating teacher and teacher candidate are engaged in student learning at all times through daily coplanning, coinstructing, and coassessing. We argue that collaborative planning (e.g., sharing ideas, developing instructional materials for feedback, sharing resources), instructing (i.e., the development of specific roles using a coinstructional strategy), and assessing (collaborative evaluation, grading, and reflection on both formative and summative assessments) are the keys to successful coteaching.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A