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.
- Bayne, G. (2009). Cogenerative dialogues: The creation of interstitial culture in the New York metroplis. In W.-M. Roth & K. Tobin (Eds.), World of science education: North America (pp. 513–527). The Netherlands: Sense Publishers.Google Scholar
- Eick, C. J. & Dias, M. (2005). Building the authority of experience in communities of practice: The development of preservice teachers’ practical knowledge through coteaching in inquiry classrooms. Science Education , 89, 470–491.Google Scholar
- 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.Google Scholar
- Gleason, S., Fennemore, M., & Scantlebury, K. (2006). Choreographing teaching: Coteaching with special education/inclusion teachers in science classrooms. In K. Tobin (Ed.), Teaching and learning science: A handbook (pp. 235–238). New York: Praeger.Google Scholar
- Martin, S. (2009). Learning to teach science. In K. Tobin & W.-M. Roth (Eds.), World of science education: North America (pp. 567–586). The Netherlands: Sense Publishers.Google Scholar
- Murphy, C. & Beggs, J. (2005). Coteaching as an approach to enhance science learning and teaching in primary schools. In W.-M. Roth & K. Tobin (Eds.), Teaching together, learning together (pp. 207–231). New York: Peter Lang.Google Scholar