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Co-Teaching: Enhancing Student Learning through Mentor-Intern Partnerships.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Badiali, Bernard Joel Titus, Nicole E. |
| Copyright Year | 2010 |
| Abstract | In this article, the authors present a definition for co-teaching. They argue that coteaching has the potential to be an effective arrangement for attending to student learning, preparing a teacher candidate to enter the profession, and eliminating some of the snags and pitfalls associated with traditional student teaching. In addition, they identify and describe six models of co-teaching along with examples of how these models may contribute to student learning in a Professional Development School (PDS). They conclude by suggesting areas for further research on the effects of co-teaching. ‘‘To enhance the learning of all students.’’ This short statement is replete with implications about the focus and direction for the efforts of Professional Development School (PDS) partnership between Penn State and the State College Area School District. It implies that learning involves each and every student, that curriculum is accessible, that the partnership’s stance is one of caring, and sharing the ethical obligations of stewardship for their schooling. This PDS has been deliberately structured in such a way as to realize these intentions. In a PDS classroom, students work collaboratively with an excellent teacher, an excellent teacher candidate, and an experienced Professional Development Associate on a regular basis. These human resources make it more possible to help every child learn. The way in which these educators are arranged, the expectations they hold, and the norms they establish make all the difference in assuring that all students having opportunities to learn. Too often, a PDS is perceived solely as a means of preparing teacher candidates to enter the profession; however, preparation is only one facet of the PDS diamond. As critically important as it is to prepare competent teachers, it is secondary to ensuring that all children receive a good educational experience in the process. The authors believe both can occur simultaneously, but the authors’ mantra is, ‘‘students first.’’ The PDS is, after all, a collaborative partnership between a university and a public school that aims to benefit both. There may be no better PDS practice to accomplish these goals than through co-teaching. In addition to student learning and preservice teacher development, the PDS presents the ideal environment for co-teaching as a job embedded professional development experience for classroom teachers as well. Co-teaching has several definitions. For the purpose of this paper, co-teaching is defined as two or more teachers working together in the same classroom sharing responsibility for student learning (Friend & Bursuck, 2011; Friend & Cook, 2000). |
| Starting Page | 74 |
| Ending Page | 80 |
| Page Count | 7 |
| File Format | PDF HTM / HTML |
| Volume Number | 4 |
| Alternate Webpage(s) | http://files.eric.ed.gov/fulltext/EJ969840.pdf |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/EJ969840.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
