Co-Teaching as an Opportunity for Mentor Teacher Professional Growth

Autor/inn/en	Karathanos-Aguilar, Katya; Ervin-Kassab, Lara
Titel	Co-Teaching as an Opportunity for Mentor Teacher Professional Growth
Quelle	In: International Journal of Mentoring and Coaching in Education, 11 (2022) 3, S.245-261 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karathanos-Aguilar, Katya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-6854
DOI	10.1108/IJMCE-06-2021-0070
Schlagwörter	Team Teaching; Cooperating Teachers; Faculty Development; Preservice Teacher Education; Communities of Practice; Teacher Attitudes + Suchen Sie Ihr Suchwort? Teamteaching; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Community; Lehrerverhalten
Abstract	Purpose: A growing body of research has pointed to the potential benefits of a co-teaching clinical residency model in preservice education. Preservice co-teaching research has focused primarily on conditions necessary for effective co-teaching to occur, factors that inhibit successful co-teaching implementation, and teacher candidate development. Researchers have called for further exploration into potential benefits of preservice co-teaching models for the mentor teacher. In this study, the authors explored ways in which mentor teachers who participated in a co-teaching pre-service program experienced professional growth. Design/methodology/approach: In order to gain insights into the perspectives of mentor teachers and ways in which they experienced professional growth through their experiences in the co-teaching program, the authors used a qualitative, descriptive approach. The authors' primary data source included interviews conducted with 42 mentor teachers from five content-areas. Researcher communication and interactions with co-teachers over time, along with artifacts including field notes, co-teacher reflections on practice, and program documents, served as peripheral data sources. Findings: Results indicated that co-teachers experienced meaningful professional growth in areas represented by the following themes: (1) critical reflection, (2) pedagogical renewal, (3) "in situ" feedback and refining practice and (4) application of learning to leadership roles. Originality/value: This study, which is one of only a few studies focusing explicitly on mentor co-teacher professional growth, provided new insights into learning opportunities afforded to mentor teachers through a participation in a blended model of co-teaching and communities of practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01