Co-Teaching in a Year-Long Professional Development School

Autor/inn/en	Weilbacher, Gary; Tilford, Keith
Titel	Co-Teaching in a Year-Long Professional Development School
Quelle	In: School-University Partnerships, 8 (2015) 1, S.37-48 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Professional Development Schools; College School Cooperation; Qualitative Research; Cooperating Teachers; Preservice Teachers; Faculty Development; Teacher Competencies; Teaching Methods; Middle School Students; Middle School Teachers; Junior High Schools; Semi Structured Interviews; Observation; Coding; Team Teaching; Teacher Collaboration; Student Teachers; Teacher Attitudes; Student Teacher Attitudes; Illinois + Suchen Sie Ihr Suchwort? Qualitative Forschung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sekundarstufe I; Beobachtung; Codierung; Programmierung; Teamteaching; Lehrerkooperation; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerverhalten
Abstract	While there is considerable research concerning co-teaching among special educators and regular classroom teachers, little work has been published regarding co-teaching that involves teacher candidates and their cooperating teachers. During the last three years, two middle level education faculty members involved in their University's Professional Development School (PDS) program made a concerted effort to promote co-teaching among cooperating teachers and their respective teacher candidates. This qualitative study used interviews with five pairs of cooperating teachers and teacher candidates to examine how co-teaching influenced their professional development and their instructional practices. Results of the study suggested that co-teaching was useful in meeting the needs of middle school students and seen as a strong form of both teacher preparation and professional development for cooperating teachers and student candidates alike. (As Provided).
Anmerkungen	National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://www.napds.org/school_university_partnerships.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01