Search results for: Team teaching
Page 1/3 27 items
This study investigates the attitude of mentors toward student teachers’ team teaching in general and toward parallel and sequential teaching in particular. Furthermore, the authors also examine the advantages and disadvantages the mentors see for the actors involved (mentors, student teachers, and learners) and the conditions they consider necessary for successful implementation. The findings indicate that mentors demonstrated an openness toward the use of team teaching during field experiences. The mentors identified both advantages and disadvantages for mentors and student teachers.
Updated: Feb. 14, 2018
In an attempt to provide alternative models of field experience in teacher education, this review study elaborates team teaching.First, the literature will be explored in order to search for team teaching models that can be used during field experiences in teacher education. The study categorises the wide variety of team teaching models into five models, which differ in the degree of collaboration, i.e. the observation, coaching, assistant teaching, equal status, and teaming model. These models can act as a guide when implementing student teachers’ team teaching during field experiences. Empirical research on student teachers’ team teaching shows its advantages and disadvantages for the student teachers, their mentors and the learners in their classroom.
Updated: Mar. 21, 2017
This paper provides the details of the systemic change occurring over a five-year period through a comprehensive evaluation model. The results of the comprehensive evaluation plan indicate, over time, increases in the implementation of building-level supports, rated performance of co-teaching partnerships and grades for students with disabilities in co-taught classrooms. The evolution of the model extended to include web resources, interactive webinars, onsite coaching and specific evaluation feedback and recommendations to individual schools and teachers.
Updated: Sep. 04, 2016
Co-teaching Through Modeling Processes: Professional Development of Students and Instructors in a Teacher Training Program
This article presents a unique model of instruction based on co-teaching carried out in the framework of the practice teaching program intended for third year college students. The program was showing the students the pedagogical importance of teaching and involving them critically in ways to improve. The results showed that the students, with the help of the instructors’ modeling of teamwork, succeeded in overcoming many of the conflicts revealed and the difficulties experienced during the shared work training and co-teaching processes. Throughout the program, the students observed the modeling of co-teaching of the instructors from two different areas of expertise, special education and general education, and they and the instructors thus could address many issues evolving from the process.
Updated: Aug. 01, 2016
This study investigates the effects of eCoaching, delivered through online bug-in-ear technology, on co-teachers as they planned and carried out co-teaching. The data revealed that eCoaching increased participants’ use of varied co-teaching models and student-specific accommodations, while co-teachers’ interviews and students’ time samples verified social validity.
Updated: Feb. 17, 2015
The purpose of this study was to examine the learning outcomes emerging from semi-structured lesson study as a central task in a methods course and determine the factors that facilitate or inhibit the use of lesson study in a teacher education methods course. Two cases of lesson study are examined as the central task in an adolescent mathematics methods course for teachers in grades 7 through 12. The article presents the outcomes and factors essential to productive outcomes on lesson studies.
Updated: Jan. 20, 2014
The authors are teacher educators in the Academic College of Education (ACE) program at Kaye Academic College of Education. Over the years, the 10 teacher educators working in the program have developed a community of practice. In this article, the authors explore the crisis they confronted as a professional learning community, the tensions underlying the crisis, the paths to resolving their crisis, and their decision to look more closely at how collaborative communities of practice affect both group and individual identities. The data analysis revealed two general thematic tensions that supported the authors' understanding of their group’s crisis and led them to identify two metaphors that would help them develop a way out of their crisis. These tensions – preservation versus change and collective versus individual identity – related to their shared language and individual and group identity.
Updated: Jan. 12, 2014
The authors evaluate the Team-Taught Cohort Model for preparing pre-service teachers to use technology in their classrooms. This model provides pre-service teachers with an opportunity to integrate technology into a unit based on strong educational theory and current research. The model also provides the pre-service teachers an opportunity to spend quality time in a middle or high school classroom with a mentor teacher while being supported and coached by a team of university faculty members in a technology-rich environment. Results indicate that the Team-Taught Cohort Model is successful in increasing pre-service teachers’ competence and confidence in technology integration in the classroom.
Updated: Jul. 15, 2013
The goal of this action research project was to increase the local educational system’s capacity to teach to greater student diversity across all grades through the use of Photovoice and co-teaching. Faculty and doctoral students from multiple programs in the School of Education, along with field supervisors, student-teachers and cooperating teachers, participated in an action research project to develop innovative strategies for integrating teacher preparation programs. Results indicated that collaboration benefits the student-teachers and the pupils they will teach.
Updated: Mar. 24, 2013
In the current paper, the author traced an English as a foreign language (EFL) teacher’s professional development by examining her narrative and identifying the transformation of her awareness or kizuki. The term Kizuki in Japanese culture implies a sudden feeling of inner understanding of a phenomenon and can be roughly translated as ‘becoming aware of’, ‘noticing’ or ‘realizing’. To show how powerful and important the concept is for teacher development in the Japanese context, the author studied team‐taught project‐based EFL learning in a Japanese junior high school for nine months.
Updated: Aug. 29, 2012