Pre-service teachers' perceptions of co-teaching of professional development school teachers and university faculty
SOURCE: School-University Partnerships
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2013
TITLE AUTHOR(S): E.King-McKenzie, S.Delacruz, B.Bantwini, B.Bogan
KEYWORDS: DEVELOPMENT, SCHOOLS, TEACHER TRAINING, TEACHING, UNIVERSITIES
DEPARTMENT: Impact Centre (IC), Impact Centre (PRESS), Impact Centre (CC)
Intranet: HSRC Library: shelf number 8192
HANDLE: 20.500.11910/2457
URI: http://hdl.handle.net/20.500.11910/2457
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2013
TITLE AUTHOR(S): E.King-McKenzie, S.Delacruz, B.Bantwini, B.Bogan
KEYWORDS: DEVELOPMENT, SCHOOLS, TEACHER TRAINING, TEACHING, UNIVERSITIES
DEPARTMENT: Impact Centre (IC), Impact Centre (PRESS), Impact Centre (CC)
Intranet: HSRC Library: shelf number 8192
HANDLE: 20.500.11910/2457
URI: http://hdl.handle.net/20.500.11910/2457
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Co-teaching in teacher preparation is viewed as a promising practice for fostering collaborative skills, increasing student participation, improving classroom instruction, and professional growth for all participants. Using focus group interviews as a unit of analysis, this article explores pre-service teachers' perceptions of co-teaching used in their urban education option cohort during fall 2010. The co-teaching was conducted by University professor's and professional development school teachers who taught college courses at a professional development school. Findings revealed that co-teaching was positively received although challenges also existed. The article discusses how challenges identified by pre-service teachers could be addressed and recommends additional co-teaching strategies.-
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