Science teachers’ views on co-teaching with science teacher educators in preservice teacher education

    Research output: Contribution to conferenceAbstractpeer-review

    Abstract

    Co-teaching is gaining much attention in schools and initial teacher education, as a way for teachers (teacher educators, teachers and/or preservice teachers) to collaboratively plan, teach and reflect together for the benefit of their students. At Monash University, co-teaching partnerships between secondary science teachers and science teacher educators within initial teacher education (ITE) science education units have been developed over the past 5 years. This study considers how science teachers (as co-teachers) perceive their role and view the benefits and challenges of co-teaching. Data was collected from 4 co-teachers across one academic year, including an initial survey, a final interview, and documentation from co-teaching meetings across the year. Data was thematically analysed. Overall, co-teachers discussed their role and perceived benefits and challenges in a number of different ways, viewing the benefits for themselves, science teacher educators and preservice teachers as far greater than the challenges. The co-teachers’ perceptions offer further possibilities to grow and sustain these collaborative partnerships in the future.
    Original languageEnglish
    Number of pages1
    Publication statusPublished - 2019
    EventConference of the European Science Education Research Association 2019 - Bologna Congressi, Bologna, Italy
    Duration: 26 Aug 201930 Aug 2019
    Conference number: 13th
    https://www.esera2019.org/

    Conference

    ConferenceConference of the European Science Education Research Association 2019
    Abbreviated titleESERA 2019
    Country/TerritoryItaly
    CityBologna
    Period26/08/1930/08/19
    Internet address

    Keywords

    • pre-service science teachers
    • teacher education
    • Co-teaching
    • Science Education

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