ERIC Number: EJ1157460
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Co-Teaching in the College Classroom
Smith, Katherine K.; Winn, Vanessa G.
Teaching Education, v28 n4 p435-448 2017
This paper serves as a phenomenological reflection about the meaning of a co-teaching experience at the college level for two graduate teaching assistants. When two teachers combine planning and teaching efforts it is called co-teaching. As a pedagogical method for both instructors and students, co-teaching was beneficial because it modeled a collaborative teaching style required of the students in their curricular work. Utilizing the interpretivist discourse of phenomenology, the authors dialog about the meaning each makes of the coursework, the pedagogy, the students, and the teacher effectiveness through a co-teaching model. The dialog and reflection on the phenomenon of co-teaching contributes to more productive co-teaching instruction for pre-service teacher instructors.
Descriptors: Higher Education, Team Teaching, Teacher Collaboration, Phenomenology, Teaching Assistants, Graduate Students, Teaching Methods, Teacher Effectiveness, Regular and Special Education Relationship, Partnerships in Education, Teacher Leadership, Journal Writing, Interpersonal Communication, Feedback (Response), Program Evaluation, Cooperation, Maintenance, Preservice Teachers, Hermeneutics
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Ohio
Grant or Contract Numbers: N/A