Piloting a Model for Coteaching

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