The Impact of Co-Teaching on the Professional Practices of Veteran, Novice, and Potential Science and Mathematics Teachers

Autor/inn/en	Sebald, Ann M.; Howe, John; Balgopal, Meena M.
Titel	The Impact of Co-Teaching on the Professional Practices of Veteran, Novice, and Potential Science and Mathematics Teachers
Quelle	In: School Science and Mathematics, 122 (2022) 1, S.4-15 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Balgopal, Meena M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12508
Schlagwörter	Team Teaching; Educational Practices; Experienced Teachers; Teacher Attitudes; Teacher Collaboration; Beginning Teachers; College School Cooperation; Science Teachers; Mathematics Teachers; School Districts; Elementary School Teachers; Secondary School Teachers; Mentors; Teaching Methods; Teacher Role; Teacher Shortage; Preservice Teachers + Suchen Sie Ihr Suchwort? Teamteaching; Bildungspraxis; Lehrerverhalten; Lehrerkooperation; Junior teacher; Junglehrer; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; School district; Schulbezirk; Elementary school; Grundschule; Volksschule; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Lehrermangel
Abstract	A university-school district partnership program designed to increase recruitment and retention of science and mathematics teachers in schools identified as low performing by the school district, paired potential or novice teachers with veteran teachers in elementary or secondary schools. All participants received mentoring to build instructional practice in science and mathematics, enhance their science and mathematics skills, and increase the achievement of students in key areas of mathematics and science through co-teaching practices. Pairs of veteran and novice/potential teachers co-taught for a semester. All participants were interviewed during and after the co-teaching experiences. We found that: (1) all participants perceived that shared collaborative practices were professionally important; (2) co-teaching for both potential and novice teachers made them feel valued as educators; (3) both potential and novice teachers described plans to pursue or remain in teaching; and (4) veteran teachers described their perception of an expanded professional role as teacher recruiters. These findings have implications for the intervention of co-teaching as a means to address teacher shortages, particularly in science and mathematics. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01