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Coteaching partnerships during student teaching: Cooperating teachers' professional realizations and growth

Abstract

In response to the emphasis within teacher education to adopt a coteaching model of student teaching in general education courses, this study explored how coteaching relationships impacted cooperating teachers over the course of a school year. Drawing on qualitative interview and focus group data, we present findings that specifically address how the coteaching model of student teaching impacted cooperating teachers’ perceptions of their operalization of coteaching and the benefits of this model. Using a grounded theory approach to data analysis, we developed two main categories of findings: lessons learned, and professional realizations. These categories of findings suggest that the coteaching model of student teaching has the potential to overcome challenges inherent in mentoring student teachers while providing enlightening experiences and growth for experienced teaching professionals.

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