The purpose of the collective case study was to investigate the partnership between cooperating teachers and teacher candidates trained in a variety of co-teaching strategies from the participating university with a focus on co-teaching interactions in the learning environment. A purposeful sample of three co-teaching teams of cooperating teachers and teacher candidates participated during spring semester at one elementary school. Data included field notes from classroom observations, informal interview notes, and 16 audio-recorded interview transcriptions. Findings revealed that participants perceived the co-teaching experiences as positive. Cooperating teachers found the university-sponsored trainings helpful in utilizing co-teaching strategies, as well as in developing better communication skills to mentor teacher candidates. Professional development trainings served to build collaborative relationships between teachers. All but one participant perceived co-teaching interactions as collaborative. As continued interaction and communication improved, the confidence of teacher candidates increased as they took the lead in instructional decision making and teaching. Cooperating teachers were satisfied with the communication they received from university faculty and staff. However, teacher candidates criticized university faculty for weakly modeling and demonstrating the co-teaching strategies in the methods courses. Recommendations include the restructuring of teacher education with an alternative model of student teaching and on-going university-sponsored professional development for teachers.
|School:||California State University, Fullerton|
|School Location:||United States -- California|
|Source:||DAI-A 76/09(E), Dissertation Abstracts International|
|Subjects:||Elementary education, Teacher education|
|Keywords:||Co-Teaching, Co-Teaching Model of Student Teaching, Cooperating Teacher, Student Teaching, Teacher Preparation|
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