Co-Teaching Practices During Student Teaching
PDF

How to Cite

Stobaugh, R., & Gichuru, M. (2017). Co-Teaching Practices During Student Teaching. Educational Renaissance, 5(1), 53-73. https://doi.org/10.33499/edren.v5i1.100

Abstract

Accrediting organizations and regulations have compelled teacher preparation programs to establish partnerships with PK-12 schools to produce quality educators by utilizing effective teaching approaches such as co-teaching. The study examined co-teaching survey completed in the middle of student teaching. Data was collected from cooperating teachers and student teachers at different grade levels. The survey assessed participants' use of co-teaching strategies and the number of planning hours in each week. Pearson Correlations measured the relationship among the co-teaching strategies and the relationship between the co-teaching strategies and planning time. Results suggest there were more correlations among the co-teaching strategies for elementary student teachers. Three relationships were found in the middle school cooperating teachers data. Additionally, no correlations were found between any co-teaching strategies from either high school cooperating teachers or student teachers. The amount of planning time was shown to have no significant differences between any of the co-teaching strategies.

https://doi.org/10.33499/edren.v5i1.100
PDF

References

Bacharach, N., Washut Heck, T., & Dahlberg, K. (2008). Co-teaching in higher education. Journal of College Teaching & Learning, 5(3), 9-16.

Bacharach, N, Washut Heck, T., & Dahlberg, K. (2010). Changing the face of student teaching through coteaching. Action in Teacher Education, 32(1), 3-14.

Beninghof. A. (2003). Co-teaching that works: Effective strategies for working together in today's inclusive classrooms. Bellevue, WA: Bureau of Education and Research.

Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning. (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Washington, DC: National Council for Accreditation of Teacher Education. Retrieved from http://www.ncate.org/Public/Publications/TransformingTeacherEducation/tabid/737/Default.aspx

Bolman, L. G., & Deal, T. E. (2003). Reframing organizations: Artistry, choice, and leadership. San Francisco, CA: Jossey-Bass.

Clift, R. T., & Brady, P. (2005). Research on methods courses and field experiences. In M. Cochran-Smith, & K. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 309–424). Mahwah, NJ: Lawrence Erlbaum Associates.

Cochran-Smith, M., & Zeichner, K. (2005). Studying teacher education: The report of the AERA panel on research and teacher education. Mahwah, NJ: Lawrence Erlbaum Associates.

Cook, L. & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1-15.

Council of Chief State School Officers (CCSSO) (2007). Interstate New Teacher Assessment and Support Consortium (INTASC) Retrieved August 15, 2007 from /http://www.ccsso.org/projects/Interstate_New_Teacher_Assessment_and_Support_Consortium/S.Cozza, B. (2010). Transforming teaching into a collaborative culture: An attempt to create a professional development school university partnership. Kappa Delta Pi, 74, 229-241.

Cramer, E., Liston, A., Thousand, J., & Nevin, A. (2010). Co-teaching in urban secondary U.S. school districts to meet the needs of all teachers and learners: Implications for teacher education reform. International Journal of Whole Schooling, 6(2), 59-76.

Darling-Hammond, L. (1996). What matters most: A competent teacher for every child. Phi Delta Kappan, 78(3), 19-22.

Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.

Darling-Hammond, L. (2010). Evaluating teacher effectiveness: How teacher performance assessments can measure and improve teaching. Washington, DC: Center for American Progress. Retrieved from http://www.americanprogress.org/issues/2010/10/pdf/teacher_effectiveness.pdf

Dee, A. L. (2012). 50 Ways to keep your co-teacher: strategies for before, during, and after co-teaching. Academic Journal 21(2), 40-48

Dieker, L. A. (2001). What are the characteristics of "effective" middle and high school co-taught teams? Preventing School Failure, 46(1), 14-25.

Dugan, K., & Letterman, M. (2008). Student appraisals of collaborative teaching. College Teaching, 56(1), 11-15.

Feiman-Nemser, S., & Buchmann, M. (1987). When is student teaching teacher education? Teaching & Teacher Education, 3(4), 255–273.

Friend, M., & Cook, L. (2007). Interactions: Collaboration skills for school professionals. (5th ed.). Boston: Pearson Education Inc.

Friend, M. & Cook, L. (2010). Interactions: Collaboration skills for school professionals (6th ed.). Columbus, OH: Merrill.

Friend, M., & Bursuck, D. W. (2002). Including students with special needs: A practical guide for classroom teachers. Boston: Allyn & Bacon.

Goodnough, K., Osmond, P., Dibbon, D., Glassman, M., & Stevens, K. (2009). Exploring a triad model of student teaching: Preservice teacher and cooperating teacher perceptions. Teaching and Teacher Education, 25(2), 285-296.

Graziano, K. V. & Navarrete, L. A. (2012) Innovative practices co-teaching in a teacher education classroom: collaboration, compromise, and creativity. Issues in Teacher Education, 21(1), 109-126.

Heck, T., Bacharach, N., Mann, B., & Ofstedal, K. (2005, February). Co-teaching workshops: A platform for enhancing collaboration in student teaching. Paper presented at the annual meeting of the Association of Teacher Educators, Chicago.

Kamens, M. W. (2007). Learning about co-teaching: A collaborative student teaching experience for preservice teachers. Teacher Education & Special Education, 30(3), 155-166.

Keefe, E. B., Moore, V., & Duff, F. (2004). The four "knows" of collaborative teaching. Teaching Exceptional Children, 36(5), 36-41.

Kentucky Education Professional Standards Board. (2011). 16 KAR 5:040. Section 6.(5)(e) 1.). Frankfort, KY: Author

Linz, E., Heater, M. J., & Howard, L. (2008). Team teaching high school science: Game plan for success. TEACHING Exceptional Children Plus, 5(2), 1-9.

Martin, S. D., Snow, J. L., & Franklin Torrez, C. A. (2011). Navigating the terrain of third space: Tentions with/in relationships in school-university partnerships. Journal of Teacher Education, 62(3), 299-311.

Mastropieri, M. A., Scruggs, T. E., Graetz, J., Norland, J., Gardizi, W. & McDuffie, K. (2005). Case studies in co-teaching in the content area: Successes, failures, and challenges. Intervention in School and Clinic, 40(5), 260-270.

Mastropieri, M., & Scruggs, T. (2007), The inclusive classroom: Strategies for effective instruction. Upper Saddle River, NJ: Merrill Prentice Hall.

McDuffie, K. A., Mastropieri, M. A., & Scruggs, T. E. (2009). Differential effects of peer tutoring in co-taught and non-co-taught classes: Results for content learning and student-teacher interactions. Exceptional Children, 75(4), 493-510.

Mowbray, C., Holter, M., Teague, G., & Bybee, D. (2003). Fidelity criteria: Development, measurement, and validation. American Journal of Evaluation, 24(4), 316–341.

McDuffie, K. A., Mastropieri, M. A., & Scruggs, T. E. (2009). Differential effects of peer tutoring in co-taught and non-co-taught classes : Results for content learning and student-teacher interactions. Exceptional Children, 75(4), 493-510.

Magiera, K. Smith, C. Zigmond, N. & Gebauer, K. (2005). Benefits of co-teaching in secondary mathematics classes. Teaching Exceptional Children, 37(3), 20-24.

Murawski, W. W. & Swanson, H. L. (2001). A meta-analysis of co-teaching research: Where are the data? Remedial and Special Education, 22(5), 258-267.

Murawski, W. W (2003). Co-Teaching in the inclusive classroom: Working together to help all your students find success (grades 6-12). Medina, WA: Institute for Educational Development.

Murawski, W. W., & Dieker. L. A. (2004). Tips and strategies for co-teaching at the secondary level. Teaching Exceptional Children, 36(5), 52-58.

Murawski, W. W. (2005). Co-teaching in the inclusive classroom: Working together to help all your students find success. Bellevue, WA: Bureau of Education and Research.

Nierengarten, G.M., & Hughes, T. (2010). What teachers wish administrators knew about co-teaching in high schools. Electronic Journal for Inclusive Education, 2 (6), 1-20.

Rea, P. (2005). 20 ways to engage your administrator in your collaboration initiative. Intervention in School and Clinic, 40(5), 312-316.

Rice, D., & Zigmond, N. (2000). Co-teaching in secondary schools: Teacher reports of developments in Australian and American classrooms. Learning Disabilities: Research & Practice, 15(4), 190–197.

Roth, W.-M., Tobin, K., Carambo, C., & Dalland, C. (2004). Coteaching: Creating resources for learning and learning to teach chemistry in urban high schools. Journal of Research in Science Teaching, 41(9), 882–904.

Santagata, R., & Guarino, J. (2012). Preparing future teachers to collaborate. Issues in Teacher Education, 21(1), 59-69.

Scantlebury, K., Gallo-Fox, J., & Wassell, B. (2008). Coteaching as a model for preservice science teacher education. Teaching and Teacher Education, 24 (4), 967-981.

Smith, E. R. (2005). Learning to talk like a teacher: Participation and negotiation in coplanning discourse. Communication Education, 54(1), 52–71.

Spencer, S. A. (2005). An interview with Dr. Lynne Cook and Dr. June Downing: The practicalities of collaboration in special education service delivery. Intervention in School and Clinic, 40(5), 296-300.

Tobin, K. (2006). Learning to teach through coteaching and cogenerative dialogue. Teaching Education, 17(2), 133–142.

Tobin, K., Zurbano, R., Ford, A., & Carambo, C. (2003). Learning to teach through coteaching and cogenerative dialogue. Cybernetics & Human Knowing, 10(2), 51–73.

Vaughn, S., Schumm, J., & Arguelles, M. (1997). The ABCDEs of co-teaching. Teaching Exceptional Children, 30(2), 4-10.

Walther-Thomas, C. S. (1997). Coteaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities, 30(4), 395-407.

Wood, J. (1998). Styles of interaction used by learning assistants: The effectiveness of training. International Journal of Language & Communication Disorders, 33, 614-619.

Wong, P. I., & Glass, D. R. (2011). Professional development schools and student learning and achievement. National Society for the Study of Education, 110(2), 403-431.

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).