Coteaching as a Model for Preservice Secondary Science Teacher Education

Autor/inn/en	Scantlebury, Kathryn; Gallo-Fox, Jennifer; Wassell, Beth
Titel	Coteaching as a Model for Preservice Secondary Science Teacher Education
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 24 (2008) 4, S.967-981 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2007.10.008
Schlagwörter	Science Teachers; Teacher Attitudes; Teaching Methods; Team Teaching; Longitudinal Studies; Preservice Teacher Education; Models; Secondary School Teachers; Teacher Collaboration; Teacher Responsibility + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Teamteaching; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehramtsstudiengang; Lehrerausbildung; Analogiemodell; Lehrerkooperation; Lehrverpflichtung
Abstract	This paper focuses on a 3-year, longitudinal study of the implementation of coteaching, as an innovative approach for preparing high school science teachers enrolled in an undergraduate science teacher education programme located in the United States. The coteaching/co-generative dialogue/co-respect/co-responsibility dialectic is introduced as a way to conceptualise coteaching practice and support successful implementation. We also discuss means to introduce coteaching into the preservice programs and report on findings from an evaluative study of the implementation process. Coteaching has the potential to re-conceptualise teacher preparation and professional development models for science teachers. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10