Using Vygotsky's Zone of Proximal Development to Propose and Test an Explanatory Model for Conceptualising Coteaching in Pre-Service Science Teacher Education

Autor/inn/en	Murphy, Colette; Scantlebury, Kathryn; Milne, Catherine
Titel	Using Vygotsky's Zone of Proximal Development to Propose and Test an Explanatory Model for Conceptualising Coteaching in Pre-Service Science Teacher Education
Quelle	In: Asia-Pacific Journal of Teacher Education, 43 (2015) 4, S.281-295 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2015.1060291
Schlagwörter	Sociocultural Patterns; Preservice Teachers; Science Teachers; Teacher Education; Anxiety; Theory Practice Relationship; Pedagogical Content Knowledge; Models; Reflective Teaching; Team Teaching; Learning Theories; Teaching Methods; Science Instruction; Criticism; Metacognition + Suchen Sie Ihr Suchwort? Soziokulturelle Theorie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Angst; Theorie-Praxis-Beziehung; Pädagogische Kompetenz; Analogiemodell; Teamteaching; Learning theory; Lerntheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kritik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	Coteaching offers a model for the school-placement element of pre-service science teacher education, based on its demonstrated positive impacts on lessening classroom anxiety, supporting inquiry-based science teaching, improving students' attitudes, and addressing diversity effectively in science classrooms. Coteaching between pre-service and in-service teachers is used to lessen the gap between theory and practice, to develop reflective practice and to develop pedagogical content knowledge. Explanatory frameworks have been proposed for coteaching, and we suggest that Vygotsky's zone of proximal development helps to propose a more nuanced developmental and learning explanatory framework which provides pedagogical structures for implementation and highlights the importance of the social environment for learning. In providing structure and tools for effective implementation of coteaching, our model addresses three core elements of coteaching: coplanning, copractice, and coevaluation. The model was piloted in relation to pre-service teachers' development in reflective practice and reducing the gap between theory and classroom practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01