Introduction to Coteaching
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Coteaching is two or more teachers teaching together, sharing responsibility for meeting the learning needs of students and, at the same time, learning from each other. Coteachers plan, teach and evaluate lessons together, working as collaborators on every aspect of instruction. Over the past decade, coteaching has become an increasingly important element of science teacher education and it is expanding into other content areas and educational settings as a result of research, which has shown that it can be highly beneficial to both students and teachers. Indeed, two chapter authors of this volume (Karen Kerr and Matthew Juck) acted as student teacher coteachers during their preservice teacher education programmes. Kerr, from Northern Ireland, taught for 2 years and then completed her Ph.D. in primary science education. She is now working as a postdoctoral research fellow on coteaching. Juck, from Delaware, is now a cooperating coteacher, where he supports the next generation of science teachers. Martin (2009) discusses coteaching in the United States that is focused on learning to teach science. She provides a historical background for the evolvement of coteaching in the United States, noting that initial practices included team teaching, in which teachers provided instruction, typically through lectures, for large groups of students and then divided in smaller groups for further work. Coteaching then became a framework for special education instruction and included various teaching arrangements and roles including (1) one teacher instructing, the other observing; (2) having stations around the class; (3) parallel teaching, in which the teachers would divide the class and teach two groups of students; (4) team teaching in which one teacher assumed responsibility for a section of the curriculum and did the classroom instruction and assessment; (5) alternate teaching, in which teachers assumed single responsibility for instruction on a particular topic within a lesson; (6) one teacher assuming teaching responsibility and the other monitoring students, helping where needed; and (7) complementary teaching (Martin 2009).
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- Eick, C. J. & Ware, F. (2005). Coteaching in a science methods course: An apprenticeship model for early induction to the secondary classroom. In W.-M. Roth & K. Tobin (Eds.), Teaching together, learning together (pp. 187–286). New York: Peter Lang.
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- Introduction to Coteaching
- Book Title
- Coteaching in International Contexts
- Book Subtitle
- Research and Practice
- pp 1-7
- Print ISBN
- Online ISBN
- Series Title
- Cultural Studies of Science Education
- Series Volume
- Series ISSN
- Springer Netherlands
- Copyright Holder
- Springer Science+Business Media B.V.
- Additional Links
- eBook Packages
- Editor Affiliations
- ID1. Graduate School of Education, Queen's University of Belfast
- ID2. Dept. Chemistry & Biochemistry, University of Delaware
- Author Affiliations
- 1. Queen’s University, Belfast, UK
- 2. Department of Chemistry and Biochemistry, University of Delaware, Newark, 19716, DE, USA
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