Bringing the profession into university classrooms: narratives of learning from co-teaching primary mathematics

Sharyn Livy, Johnson Alagappan, Tracey Muir, Ann Downton

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

While some teacher educators work alongside teachers with their preservice teachers in school settings, it is less common for teachers to work alongside teacher educators in university settings. The following chapter provides insights on how a mathematics lecturer and a Year 1 teacher taught primary pre-service teachers in a university classroom. Narratives from the co-teachers and two colleagues who observed lessons and interviewed the pre-service teachers tell the story of a co-teaching experience which developed relationships, a sense of community, and diverse skills and expertise of the co-teachers, along with the impact that the experience had on the participants.

Original languageEnglish
Title of host publicationRe-imagining Professional Experience in Initial Teacher Education
Subtitle of host publicationNarratives of Learning
EditorsAnge Fitzgerald, Graham Parr, Judy Williams
Place of PublicationSingapore Singapore
PublisherSpringer
Chapter9
Pages143-161
Number of pages19
Edition1st
ISBN (Electronic)9789811308154
ISBN (Print)9789811308147
DOIs
Publication statusPublished - 2018

Keywords

  • Narrative
  • co-teaching
  • primary
  • mathematics
  • pre-service teachers

Cite this

Livy, S., Alagappan, J., Muir, T., & Downton, A. (2018). Bringing the profession into university classrooms: narratives of learning from co-teaching primary mathematics. In A. Fitzgerald, G. Parr, & J. Williams (Eds.), Re-imagining Professional Experience in Initial Teacher Education: Narratives of Learning (1st ed., pp. 143-161). Springer. https://doi.org/10.1007/978-981-13-0815-4_9