Co-Teaching in the College Classroom

Autor/inn/en	Smith, Katherine K.; Winn, Vanessa G.
Titel	Co-Teaching in the College Classroom
Quelle	In: Teaching Education, 28 (2017) 4, S.435-448 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2017.1325863
Schlagwörter	Higher Education; Team Teaching; Teacher Collaboration; Phenomenology; Teaching Assistants; Graduate Students; Teaching Methods; Teacher Effectiveness; Regular and Special Education Relationship; Partnerships in Education; Teacher Leadership; Journal Writing; Interpersonal Communication; Feedback (Response); Program Evaluation; Cooperation; Maintenance; Preservice Teachers; Hermeneutics; Ohio + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Teamteaching; Lehrerkooperation; Phenomenological psychology; Phänomenologie; Psychologie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Hochschulpartnerschaft; Lehrerfunktionsstelle; Zeitschriftenaufsatz; Interpersonale Kommunikation; Programme evaluation; Programmevaluation; Co-operation; Kooperation; Hermeneutik
Abstract	This paper serves as a phenomenological reflection about the meaning of a co-teaching experience at the college level for two graduate teaching assistants. When two teachers combine planning and teaching efforts it is called co-teaching. As a pedagogical method for both instructors and students, co-teaching was beneficial because it modeled a collaborative teaching style required of the students in their curricular work. Utilizing the interpretivist discourse of phenomenology, the authors dialog about the meaning each makes of the coursework, the pedagogy, the students, and the teacher effectiveness through a co-teaching model. The dialog and reflection on the phenomenon of co-teaching contributes to more productive co-teaching instruction for pre-service teacher instructors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01