Co-Planning Strategies for Mentor Teachers and Interns

Authors

DOI:

https://doi.org/10.3776/tpre.2019.v9n2p79-91

Keywords:

co-teaching, teacher preparation, co-planning, clinical experiences

Abstract

Planning for instruction is a complex and important task, requiring teachers to consider content, lesson objectives, and student learning. Teachers’ ability to attend to the complexity of planning differs with experience level and is especially difficult for novices and pre-service teachers. We examine the potential of co-planning during the internship experience to assist interns in making the transition from being a mathematics education student to becoming a mathematics teacher. We describe six strategies to facilitate co-planning between mentor teachers and interns. Implications for these strategies in other teaching contexts and relationships will be shared, as well as current and future research efforts.

Author Biographies

  • Maureen Grady, East Carolina University

    PhD, is associate professor of mathematics education at East Carolina University in Greenville, North Carolina. Her research interests center on developing a productive disposition toward mathematics in secondary students and on improving field experiences for preservice secondary teachers through co-planning and co-teaching. gradym@ecu.edu

  • Charity Cayton, East Carolina University

    PhD, is associate professor of mathematics education at East Carolina University in Greenville, North Carolina. Her research focuses on teachers’ design and implementation of high-level tasks with a focus on technology and discourse, as well as co-planning/co-teaching in clinical experiences. caytonc@ecu.edu

  • Ronald V. Preston

    PhD, is associate professor of mathematics education and director of students at East Carolina University in Greenville, North Carolina. His research interests include teacher change, implementation of mathematical modeling in middle school and high school classrooms, and the use of co-planning and co-teaching in the preparation of high school teachers of mathematics. prestonr@ecu.edu

  • Rose Sinicrope

    PhD, is associate professor emerita of mathematics education at East Carolina University in Greenville, North Carolina. Her research focuses on mathematical conceptual understanding and the preparation of teachers of mathematics. sinicroper@ecu.edu

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Published

2019-10-11

Issue

Vol. 9 No. 2 (2019): Co-Teaching in Rural Contexts: Exploring Collaboration in the Classroom

Section

Practice Forum

License

Copyright Notice

Articles will be published using a Creative Commons Attribution Non-commercial Sharealike license. (For more information on this license, please visit the Creative Commons license page.) Please also note that the authors are explicitly granting permission for Academic Library Services to store a copy of the article in The ScholarShip, ECU's Institutional Repository under the terms of the current ScholarShip license. As a North Carolina agency, ECU contributes copies of all publications to the North Carolina State Archives.

How to Cite

Co-Planning Strategies for Mentor Teachers and Interns. (2019). Theory & Practice in Rural Education, 9(2), 79-91. https://doi.org/10.3776/tpre.2019.v9n2p79-91