"It Isn't Necessarily Sunshine and Daisies Every Time": Coplanning Opportunities and Challenges When Student Teaching

Autor/inn/en	Gallo-Fox, Jennifer; Scantlebury, Kathryn
Titel	"It Isn't Necessarily Sunshine and Daisies Every Time": Coplanning Opportunities and Challenges When Student Teaching
Quelle	In: Asia-Pacific Journal of Teacher Education, 43 (2015) 4, S.324-337 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2015.1060294
Schlagwörter	Student Teaching; Educational Opportunities; Team Teaching; Teamwork; Cooperative Planning; Models; Student Teachers; Cooperating Teachers; Teacher Collaboration; Case Studies; Environmental Education; Lesson Plans; Media Selection; Interpersonal Communication; Time Management; Learning Experience; Theory Practice Relationship; Alignment (Education); Semi Structured Interviews; Transcripts (Written Records); Student Journals; Classroom Observation Techniques; Protocol Materials; Group Dynamics; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Bildungsangebot; Bildungschance; Teamteaching; Analogiemodell; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Case study; Fallstudie; Case Study; Umweltbildung; Umwelterziehung; Umweltpädagogik; Lesson planning; Unterrichtsplanung; Medienwahl; Interpersonale Kommunikation; Zeitmanagement; Lernerfahrung; Theorie-Praxis-Beziehung; Studentenzeitung; Unterrichtsprotokoll; Gruppendynamik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	As a model for learning to teach, coteaching places two or more student teachers and cooperating teachers in a classroom. Effective coteaching requires coplanning, and this case study examines how six coteachers planned instruction for three environmental science classes. Using sociocultural theory, the study provides insight into the complexity and challenges in coplanning such as using collective knowledge to produce lesson plans, identification of teaching resources, the importance of communication between coteachers during planning and the enactment of lessons, and teachers' time as a limited resource. Coplanning provided learning experiences for student and cooperating teachers through reflective discussions that proposed ideal forms of practice and the alignment of teaching to achieve that goal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01