Mutual Mindsets: The Hassles and Hopes of Co-teaching in Teacher Preparation
DOI:
https://doi.org/10.3776/tpre.2019.v9n2p47-64Keywords:
co-teaching, disciplinary literacy, history education, social studies education, literacy education, collaborative teaching, teacher preparationAbstract
Isolation between academic fields is an unfortunate reality in higher education and teacher education. Whereas current educational reforms invoke a need to collaborate, faculty are often unsure of how to design collaborative experiences. Research argues for the use of co-teaching to engage teacher candidates in beneficial learning experiences where instructors model the collaborative practices desired in those candidates. Additionally, the use of co-teaching in rural settings is shown to address some of the challenges associated with rural teacher preparation. With the hesitancy of many in higher education to engage in co-teaching in teacher preparation, it is crucial that those who do co-teach share the design, implementation, and perceptions of the process with others. This article presents the design, implementation, and reflections of students and teacher preparation faculty: one content methods instructor and one content literacy instructor. The authors present the hassles and hopes of using co-teaching in teacher preparation in rural regions to enhance course content and collaboration among teacher candidates.
References
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Mielke, T. L., & Rush, L. S. (2016). Making relationships matter: Developing coteaching through the concept of flow. English Journal, 105(3), 49–54.
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Nevin, A. I., Thousand, J. S., & Villa, R. A. (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
Norrell, E., & Ingoldsby, B. (1991). Surviving academic isolation: Strategies for success. Family Relations, 40(3), 345–347. https://doi.org/10.2307/585022
Pijanowski, J. C., & Brady, K. P. (2009). The influence of salary in attracting and retaining school leaders. Education and Urban Society, 42(1), 25–41. https://doi.org/10.1177/0192636509343963
Pugach, M. C., & Blanton, L. P. (2009). A framework for conducting research on collaborative teacher education. Teaching and Teacher Education, 25(4), 575–582. https://doi.org/10.1016/j.tate.2009.02.007
Saldana, J. (2016). The coding manual for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage.
Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content area literacy. Harvard Educational Review, 78(1), 40–59. https://doi.org/10.17763/haer.78.1.v62444321p602101
Sinclair, C., Dawson, M., & Thistleton-Martin, J. (2006). Motivations and profiles of cooperating teachers: Who volunteers and why? Teaching and Teacher Education, 22(3), 263–279. https://doi.org/10.1016/j.tate.2005.11.008
Tschida, C. M., Smith, J. J., & Fogarty, E. A. (2015). “It just works better”: Introducing the 2:1 model of co-teaching in teacher preparation. Rural Educator, 36(2), 11–26. https://doi.org/10.35608/ruraled.v36i2.340
Vermette, P. J., Jones, K. A., & Jones, J. L. (2010). Co-teaching in the university setting: Promise and practice in teacher education. National Teacher Education Journal, 3(3), 49–57.
Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press. https://doi.org/10.1037/11193-000
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wadkins, T., Miller R. L., & Wozniak, W. (2006). Team teaching: Student satisfaction and performance. Teaching of Psychology, 33(2), 118–20.
Wehunt, M. D., & Weatherford, J. S. (2014). Co-teaching for student engagement. The Researcher, 26(1), 45–48.
White, S., & Kline, J. (2012). Developing a rural teacher education curriculum package. The Rural Educator, 33(2), 36–43. https://doi.org/10.35608/ruraled.v33i2.417
Wineburg, S. S. (1991). On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28(3), 495–519. https://doi.org/10.3102/00028312028003495
Bouck, E. (2007). Co-teaching . . . not just a textbook term: Implications for practice. Preventing School Failure, 51(2), 46–51. https://doi.org/10.3200/PSFL.51.2.46-51
Chanmugan, A., & Gerlach, B. (2013). A co-teaching model for developing future educators’ teaching effectiveness. International Journal of Teaching and Learning in Higher Education, 25(1), 110–117.
Chiasson, K., Yearwood, J. A., & Olson, G. (2006). The best of both worlds: Combining ECE and ECES philosophies and best practices through a co-teaching model. Journal of Early Childhood Teacher Education, 27(3), 303–312. https://doi.org/10.1080/10901020600843707
Coffland, J. A., Hannemann, C., & Potter, R. L. (1974). Hassles and hopes in college team teaching. Journal of Teacher Education, 25(2), 166–169. https://doi.org/10.1177/002248717402500221
Cohen, M., & DeLois, K. (2001). Training in tandem: Co-facilitation and role modeling in a group work course. Social Work in Groups, 24(1), 21–36. https://doi.org/10.1300/J009v24n01_03
Common Core State Standards Initiative. (2010). Common core standards for ELA and literacy in history/social studies, science, and technical subjects. National Governors Association and Council of Chief State School Officers.
Corbett, M. (2016). Reading Lefebvre from the periphery: Thinking globally about the rural. In A. Shulte & B. Walker-Gibbs (Eds.), Self-studies in rural teacher education (pp. 141–156). Heidelberg, Germany: Springer.
Crow, J., & Smith, L. (2003). Using co-teaching as a means of facilitating interprofessional collaboration in health and social care. Journal of Interprofessional Care, 17(1), 45–55. https://doi.org/10.1080/1356182021000044139
Crow, J., & Smith, L. (2005). Co-teaching in higher education: Reflexive conversation on shared experience as continued professional development for lecturers and health and social care students. Reflective Practice, 6(4), 491–506. https://doi.org/10.1080/14623940500300582
DeAngelis, K. K., & White, B. R. (2011). Principal turnover in Illinois public schools, 2001–2008 (No. 2011-2). Carbondale, IL: Illinois Education Research Council.
Draper, R. J., Broomhead, P., Jensen, A. P., & Nokes, J. D. (2012). (Re)Imagining literacy and teacher preparation through collaboration. Reading Psychology, 33, 367–398. https://doi.org/10.1080/02702711.2010.515858
Dugan, K., & Letterman, M. (2008). Student appraisals of collaborative teaching. College Teaching, 56(1), 11–15. https://doi.org/10.3200/CTCH.56.1.11-16
Ewington, J., Mulford, B., Kendall, D., Edmunds, B., Kendall, L., & Silins, H. (2008). Successful school principalship in small school. Journal of Educational Administration, 46(5), 545–561. https://doi.org/10.1108/09578230810895483
Gillespie, D., & Israetel, A. (2008, August). Benefits of co-teaching in relation to student learning. Paper presented at the 116th annual meeting of the American Psychological Association, Boston, MA. (ERIC Document Reproduction Service No. ED 502 754)
Harris, C., & Harvey, A. N. C. (2000). Team teaching in adult higher education classrooms: Toward collaborative knowledge construction. New Directions for Adult Continuing Education, 86, 25–32. https://doi.org/10.1002/ace.8703
Jones, G. (2013). The horizontal and vertical fragmentation of academic work and the challenge for academic governance and leadership. Asia Pacific Education Review, 14(1), 75–83. https://doi.org/10.1007/s12564-013-9251-3
Kluth, P., & Straut, D. (2003). Do as we say and as we do: Teaching and modeling collaborative practice in the university classroom. Journal of Teacher Education, 54(3), 228–240. https://doi.org/10.1177/0022487103054003005
Lamkin, M. L. (2006). Challenges and changes faced by Title I superintendents. Rural Educator, 28(1), 17–24. https://doi.org/10.35608/ruraled.v28i1.486
Lester, L. (2012). Putting rural readers on the map: Strategies for rural literacy. The Reading Teacher, 65(6), 407–415. https://doi.org/10.1002/TRTR.01062
Letterman, M. R., & Dugan, K. B. (2004). Team teaching a cross-disciplinary honors course. College Teaching, 52(2), 76–79.
McDonough, P. M., Gildersleeve, R. E., & Jarsky, K. (2010). The golden cage of rural college access: How higher education can respond to the rural life. In K. A. Schafft & A. Y. Jackson (Eds.), Rural education for the twenty-first century: Identity, place and community in a globalizing world (pp. 191–209). State College, PA: Penn State Press.
Mielke, T. L., & Rush, L. S. (2016). Making relationships matter: Developing coteaching through the concept of flow. English Journal, 105(3), 49–54.
Moffa, E. D., & McHenry-Sorber, E. (2018). Learning to be rural: Lessons about being rural in teacher education programs. The Rural Educator, 39(1), 88–95. https://doi.org/10.35608/ruraled.v39i1.213
Nakamura, J., & Csikszentmihalyi, M. (2001). The concept of flow. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 89–105). Oxford, UK: Oxford UP. https://doi.org/10.1007/978-94-017-9088-8_16
National Council for the Social Studies. (2012). College, career, and civic life (C3) framework for social studies standards. Silver Springs, MD: Author.
Nevin, A. I., Thousand, J. S., & Villa, R. A. (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
Norrell, E., & Ingoldsby, B. (1991). Surviving academic isolation: Strategies for success. Family Relations, 40(3), 345–347. https://doi.org/10.2307/585022
Pijanowski, J. C., & Brady, K. P. (2009). The influence of salary in attracting and retaining school leaders. Education and Urban Society, 42(1), 25–41. https://doi.org/10.1177/0192636509343963
Pugach, M. C., & Blanton, L. P. (2009). A framework for conducting research on collaborative teacher education. Teaching and Teacher Education, 25(4), 575–582. https://doi.org/10.1016/j.tate.2009.02.007
Saldana, J. (2016). The coding manual for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage.
Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content area literacy. Harvard Educational Review, 78(1), 40–59. https://doi.org/10.17763/haer.78.1.v62444321p602101
Sinclair, C., Dawson, M., & Thistleton-Martin, J. (2006). Motivations and profiles of cooperating teachers: Who volunteers and why? Teaching and Teacher Education, 22(3), 263–279. https://doi.org/10.1016/j.tate.2005.11.008
Tschida, C. M., Smith, J. J., & Fogarty, E. A. (2015). “It just works better”: Introducing the 2:1 model of co-teaching in teacher preparation. Rural Educator, 36(2), 11–26. https://doi.org/10.35608/ruraled.v36i2.340
Vermette, P. J., Jones, K. A., & Jones, J. L. (2010). Co-teaching in the university setting: Promise and practice in teacher education. National Teacher Education Journal, 3(3), 49–57.
Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press. https://doi.org/10.1037/11193-000
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wadkins, T., Miller R. L., & Wozniak, W. (2006). Team teaching: Student satisfaction and performance. Teaching of Psychology, 33(2), 118–20.
Wehunt, M. D., & Weatherford, J. S. (2014). Co-teaching for student engagement. The Researcher, 26(1), 45–48.
White, S., & Kline, J. (2012). Developing a rural teacher education curriculum package. The Rural Educator, 33(2), 36–43. https://doi.org/10.35608/ruraled.v33i2.417
Wineburg, S. S. (1991). On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28(3), 495–519. https://doi.org/10.3102/00028312028003495
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2019-10-11
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Guidry, A., & Howard, C. (2019). Mutual Mindsets: The Hassles and Hopes of Co-teaching in Teacher Preparation . Theory & Practice in Rural Education, 9(2), 47–64. https://doi.org/10.3776/tpre.2019.v9n2p47-64
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