Student teachers’ perceptions and evidence of peer learning through co-teaching: improving attitudes and willingness towards co-teaching

Duran, David; Flores, Marta; Ribas, Teresa; Ribosa, Jesús

doi:10.1007/s10212-020-00479-0

Published: 20 May 2020

Student teachers’ perceptions and evidence of peer learning through co-teaching: improving attitudes and willingness towards co-teaching

European Journal of Psychology of Education volume 36, pages 495–510 (2021)Cite this article

924 Accesses
1 Citations
19 Altmetric
Metrics details

Abstract

Despite the increasing practice and evidence of its potential, co-teaching has not become a widespread practice in schools yet. Research shows the need of helping teachers become aware of co-teaching as a good mechanism for peer learning among teachers. This study focuses on the changes in student teachers’ attitudes to use co-teaching through their perceptions as a tool for their own learning. Opting for a mixed-methods sequential explanatory design, 82 student teachers were divided into two groups, one receiving only conceptual training and the other one having the possibility to experience co-teaching in schools. It was hypothesized that the second group would improve their attitudes to use co-teaching more than the first group. A qualitative study was carried out to explore (1) students’ learning perceptions, (2) learning episodes in the out-of-class joint activity and (3) comparison between (1) and (2). Results confirm the hypothesis and find evidence from learning episodes to support students’ perceptions but show that there is not a clear match between students’ perceptions and contents from the learning episodes. Research implications and limitations are discussed.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

USD 39.95

Price includes VAT (USA)
Tax calculation will be finalised during checkout.

References

Abrami, P. C., Poulsen, C., & Chambers, B. (2004). Teacher motivation to implement an educational innovation: factors differentiating users and non-users of cooperative learning. Educational Psychology, 24(2), 201–216. https://doi.org/10.1080/0144341032000160146.
Article Google Scholar
Bacharach, N., Heck, T. W., & Dahlberg, K. (2010). Changing the face of student teaching through co-teaching. Action in Teacher Education, 32(1), 3–14. https://doi.org/10.1080/01626620.2010.10463538.
Article Google Scholar
Baeten, M., & Simons, M. (2014). Student teacher's team teaching: models, effects, and conditions for implementation. Teaching and Teacher Education, 41, 92–110. https://doi.org/10.1016/j.tate.2014.03.010.
Article Google Scholar
Bouck, E. C. (2007). Co-teaching... not just a textbook term: implications for practice. Preventing School Failure, 51(2), 46–50. https://doi.org/10.3200/PSFL.51.2.46-51.
Article Google Scholar
Cavanagh, M., & McMaster, H. (2015). A professional experience learning community for secondary mathematics: developing pre-service teachers' reflective practice. Mathematics Education Research Group of Australasia, 27(4), 471–490. https://doi.org/10.1007/s13394-015-0145-z.
Article Google Scholar
Cohen, E. G., Brody, C. M., & Sapon-Shevin, M. (2004). Teaching cooperative learning: the challenge for teacher education. Albany, NY: State University of New York Press.
Google Scholar
Creswell, J. W. (2015). A concise introduction to mixed methods research. Thousand Oaks, CA: Sage.
Google Scholar
Duran, D., & Miquel, E. (2019). Preparing teachers for collaborative classrooms. In Oxford Research Encyclopaedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.78.
Duran, D., & Monereo, C. (2005). Styles and sequences of cooperative interaction in fixed and reciprocal peer tutoring. Learning and Instruction, 15(3), 179–199. https://doi.org/10.1016/j.learninstruc.2005.04.002.
Article Google Scholar
Echeita, G., Monarca, H. A., Sandoval, M., & Simón, C. (2014). Cómo fomentar las redes naturales de apoyo en el marco de una escuela inclusiva. Sevilla: MAD.
Google Scholar
Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: an illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation, 20(1), 9–27. https://doi.org/10.1080/10474410903535380.
Article Google Scholar
Gettinger, M., & Walter, M. J. (2012). Classroom strategies to enhance academic engaged time. In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 653–674). Boston, MA: Springer.
Chapter Google Scholar
Goodnough, K., Osmond, P., Dibbona, D., Glassman, M., & Stevens, K. (2009). Exploring a triad model of student teaching: pre-service teacher and cooperating teacher perceptions. Teaching and Teacher Education, 25(2), 285–296. https://doi.org/10.1016/j.tate.2008.10.003.
Article Google Scholar
Guise, M., Habib, M., Thiessen, K., & Robbins, A. (2017). Continuum of co-teaching implementation: moving from traditional student teaching to co-teaching. Teaching and Teacher Education, 66, 370–382. https://doi.org/10.1016/j.tate.2017.05.002.
Article Google Scholar
Hang, Q., & Rabren, K. (2009). An examination of co-teaching: perspectives and efficacy indicators. Remedial and Special Education, 30(5), 259–268. https://doi.org/10.1177/0741932508321018.
Article Google Scholar
Huguet, T. (2006). Aprender juntos en el aula: Una propuesta inclusiva. Barcelona, Catalonia: Graó.
Johnson, D. W., & Johnson, R. T. (2014). Cooperative learning in 21st century. Anales de Psicología, 30(3), 841–851. https://doi.org/10.6018/analesps.30.3.201241.
Article Google Scholar
McDuffie, K. A., Mastropieri, M. A., & Scruggs, T. E. (2009). Differential effects of peer tutoring in co-taught and non-co-taught classes: results for content learning and student-teacher interactions. Exceptional Children, 75(4), 493–510. https://doi.org/10.1177/001440290907500406.
Article Google Scholar
Meirink, J. A., Imants, J., Meijer, P. C., & Verloop, N. (2010). Teacher learning and collaboration in innovative teams. Cambridge Journal of Education, 40(2), 161–181.
Article Google Scholar
Miquel, E., & Duran, D. (2017). Peer learning network: implementing and sustaining cooperative learning by teacher collaboration. Journal of Education for Teaching, 43(3), 349–360. https://doi.org/10.1080/02607476.2017.1319509.
Article Google Scholar
Murawski, W. W., & Dieker, L. A. (2008). 50 ways to keep your co-teacher: strategies for before, during, and after co-teaching. Teaching Exceptional Children, 40(4), 40–48. https://doi.org/10.1177/004005990804000405.
Article Google Scholar
Nevin, A., Thousand, J., & Villa, R. (2009). Collaborative teaching for teacher educators: what does the research say? Teaching and Teacher Education, 25(4), 569–574. https://doi.org/10.1016/j.tate.2009.02.009.
Article Google Scholar
OECD. (2014). TALIS 2013 results: an international perspective on teaching and learning. Paris: OECD Publishing.
Book Google Scholar
Pancsofar, N., & Petroff, J. G. (2013). Professional development experiences in coteaching: associations with teacher confidence, interests, and attitudes. Teacher Education and Special Education, 36(2), 83–96. https://doi.org/10.1177/0888406412474996.
Article Google Scholar
Pancsofar, N., & Petroff, J. G. (2016). Teachers’ experiences with co-teaching as a model for inclusive education. International Journal of Inclusive Education, 20(10), 1043–1053. https://doi.org/10.1080/13603116.2016.1145264.
Article Google Scholar
Pratt, S. (2014). Achieving symbiosis: working through challenges found in co-teaching to achieve effective co-teaching relationships. Teaching and Teacher Education, 41, 1–12. https://doi.org/10.1016/j.tate.2014.02.006.
Article Google Scholar
Rytivaara, A., & Kershner, R. (2012). Co-teaching as a context for teachers’ professional learning and joint knowledge construction. Teaching and Teacher Education, 28(7), 999–1008. https://doi.org/10.1016/j.tate.2012.05.006.
Article Google Scholar
Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive classrooms: a meta-synthesis of qualitative research. Exceptional Children, 73(4), 392–416. https://doi.org/10.1177/001440290707300401.
Article Google Scholar
Sharan, Y. (2015). Meaningful learning in the cooperative classroom. Education 3–13, 43(1), 83–94.
Google Scholar
Staarman, J. K., Krol, K., & van der Meijden, H. (2005). Peer interaction in three collaborative learning environments. Journal of Classroom Interaction, 40(1), 29–39 Retrieved from http://www.jstor.org/stable/43997883.
Google Scholar
Villa, R. A., Thousand, J. S., & Nevin, A. I. (2008). A guide to co-teaching: new lessons and strategies to facilitate student learning. Thousand Oaks, CA: Corwin Press.
Google Scholar

Download references

Current themes of research

Co-teaching. Peer learning. Cooperative learning. Peer tutoring. Inclusive education. Leaning by teaching.

Most relevant publications

Duran, D. & Miquel, E. “Preparing teachers for collaborative classrooms.” In Oxford Research Encyclopedia of Education. Ed. Jo Lampert. New York: Oxford University Press, forthcoming. https://doi.org/10.1093/acrefore/9780190264093.013.78

Duran, D. (2017). Learning-by-teaching. Evidence and implications as a pedagogical mechanism. Innovations in Education and Teaching International, 54(5), 476–484. https://doi.org/10.1080/14703297.2016.1156011

Topping, K., Buchs, C., Duran, D., & Van Keer, H. (2017). Effective peer learning: From principles to practical implementation. London & New York: Routledge.

Duran, D., & Topping, K. J. (2017). Learning by teaching: Evidence-based strategies to enhance learning in the classroom. London & New York: Routledge.

Miquel, E. & Duran, D. (2017). Peer Learning Network: implementing and sustaining cooperative learning by teacher collaboration. Journal of Education for Teaching, 43(3), 349–360. https://doi.org/10.1080/02607476.2017.1319509

Topping, K., Duran, D. y Van Keer, H. (2016). Using Peer Tutoring to Improve Reading Skills. A practical guide for teachers. London & New York: Routledge.

Flores, M., & Duran, D. (2016). Tutoría entre iguales y comprensión lectora: ¿un tándem eficaz? Los efectos de la tutoría entre iguales sobre la comprensión lectora. Universitas Psychologica, 15(2), 339–352.

Flores, M. & Duran, D. (2016). Influence of a Catalan peer tutoring programme on reading comprehension and self-concept as a reader. Journal of Research in Reading, 39(3), 330–346. https://doi.org/10.1111/1467-9817.12044.

Valdebenito, V. y Duran, D. (2015). Formas de interacción implicadas en la promoción de estrategias de comprensión lectora a través de un programa de tutoría entre iguales. Revista Latinoamericana de Psicología, 47, 2, 75–85.

Duran, D. & Utset, M. (2014). Reading in pairs Network: a training model based on peer learning (pairs of teachers and school networks) for the sustainability of educational innovation. Culture and Education, 26, 2, 377–384.

Blanch, S.; Corcelles, M.; Duran, D.; Dekhinet, R. y Topping K. (2014). La escritura y corrección de textos en una tutoría entre iguales, recíproca y virtual, para la mejora en inglés y español. Revista de Educación, 363, 309–333.

Topping, K. J., Dehkinet, R., Blanch, S., Corcelles, M. & Duran, D. (2013). Paradoxical Effects of Feedback in International Online Reciprocal Peer Tutoring. Computers & Education 61, 225–231. https://doi.org/10.1016/j.compedu.2012.10.002.

Blanch, S., Duran, D., Valdebenito, V. y Flores, M. (2013). The effects and characteristics of family involvement on a peer tutoring programme to improve the reading comprehension competence. European Journal of Psychology of Education, 28(1), 101–119. https://doi.org/10.1007/s10212-012-0104-y

Vidal, J.; Duran, D. i Vilar, M. (2010). Aprendizaje musical con métodos de aprendizaje cooperativo. Cultura y Educación, 22 (3), 363–378.

Duran, D.; Blanch, S.; Thurston, A. Topping, K. (2010). Tutoría entre iguales recíproca y virtual para la mejora de habilidades lingúísticas en español e inglés. Infancia y Aprendizaje, 33 (2), 209–222.

Monereo, C.; Castelló, M. Duran, D. i Gómez, I. (2009). Las bases psicoeducativas del proyecto PISA como guía para el cambio en las concepciones y prácticas del profesorado de secundaria. Infancia y Aprendizaje, 32(3), 421–447.

Thurston, A.; Duran, D.; Cunningham, E.; Blanch, S.; Topping, K. (2009). International on-line reciprocal peer tutoring to promote modern language development in primary schools. Computers & Education, 53, 2, 462–472.

Duran, D. i Monereo, C. (2008). The impact of Peer Tutoring on student self-concept, self-esteem and satisfaction. School Psychology International. 29, 481–499.

Duran, D. i Blanch, S. (2007). Read On: un programa de mejora de la lectura a través de la tutoría entre iguales y el apoyo familiar. Cultura y Educación, 19, 1, 31–46.

Duran, D. & Monereo, C. (2005). Styles and Sequences of Cooperative Interactions in Fixed and Reciprocal Peer Tutoring. Learning and Instruction, 15, 179–199.

Funding

This work was supported by the Catalan Department of Finance and Knowledge under Grant ARMIF 2015 00002.

Author information

Authors and Affiliations

Department of Educational Psychology, Universitat Autònoma de Barcelona (UAB), Bellaterra, Catalonia, Spain
David Duran
Department of Educational Psychology (UAB), Bellaterra, Catalonia, Spain
Marta Flores
Department of Language and Literature Education and Social Science Education (UAB), Bellaterra, Catalonia, Spain
Teresa Ribas
Department of Educational Psychology, UAB, Bellaterra, Catalonia, Spain
Jesús Ribosa

Authors

David Duran
View author publications
You can also search for this author in PubMed Google Scholar
Marta Flores
View author publications
You can also search for this author in PubMed Google Scholar
Teresa Ribas
View author publications
You can also search for this author in PubMed Google Scholar
Jesús Ribosa
View author publications
You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to David Duran.

Additional information

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and Permissions

About this article

Cite this article

Duran, D., Flores, M., Ribas, T. et al. Student teachers’ perceptions and evidence of peer learning through co-teaching: improving attitudes and willingness towards co-teaching. Eur J Psychol Educ 36, 495–510 (2021). https://doi.org/10.1007/s10212-020-00479-0

Download citation

Received: 10 May 2019
Revised: 27 December 2019
Accepted: 23 April 2020
Published: 20 May 2020
Issue Date: June 2021
DOI: https://doi.org/10.1007/s10212-020-00479-0

Keywords

Cooperating teachers
Educational psychology
Preservice teaching
Teacher collaboration