Piloting a Model for Coteaching
Citation:
Murphy, C., McCullagh, J., and Doherty, A., Piloting a Model for Coteaching, AERA, Philadaephia, April, 2014., 2014, online-Download Item:
Abstract:
This paper presents a study which pil
ots a model for coteaching
based on Vygotsky’s zone of
proxima
l development (ZPD) and
other sociocultural theoretical constructs.
Coteaching, during
which coteachers coplan, copractice
and coevaluate, has been
identified by the National Council
for the Accreditation of Teacher Education (NCATE) as an important model for linking theory and
practice.
Six e
ssential elements of the ZPD were ascribed to different coteaching stages and
analysed subsequently for their
relative impacts on
successful coteaching.
In addition, coteaching
is described as progressive, from the early stages in which coteachers are
participants
in the
process through to later stages in which they enact shared contribution
, a prerequisite for
transformation.
The context
for the study
was
preservice science teac
her education, and focused
on
the development of 10 pre
-
service primary teachers’ confidence and ability to teach primary
science through an innovative program in whi
ch preservice teachers
shared expertise
as they
coplanned, copracticed
and coevaluted lessons with 10 experie
nced cooperating teachers for one
morning
per week over a period of seven weeks as part of their school experience placement.
There was an addition
al focus on
the
development of reflective practice via coteaching. Findings
showed that preservice teachers
recorded improvements in various aspects of teacher competence
in
a
post
-
test audit which was completed a few months following the placement
to meas
ure
longer
term
effects
of coteaching.
The qualitative
data provided valuable insights in
to the ZPD model for
coteaching, with the ZPD elements of
interaction between real and ideal form
,
Vygotskian
imitation
and
structured reflection
having the greatest impact in implementing successful
coteaching.
The proposed model was adapted in the light of these findings.
The
study
provides a
workable model for teacher educators who are implementing coteaching
Author's Homepage:
http://people.tcd.ie/murphc80Description:
PUBLISHEDAvailable at: http://www.aera.net/Publications/OnlinePaperRepository/AERAOnlinePaperRepository/tabid/12720/Owner/941006/Default.aspx
Philadaephia
Author: MURPHY, COLETTE
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Conference PaperCollections
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Full text availableKeywords:
Co-TeachingMetadata
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