Co-Teaching in the Academy-Class Program: From Theory to Practical Experience

Autor/inn/en	Nissim, Yonit; Naifeld, Edni
Titel	Co-Teaching in the Academy-Class Program: From Theory to Practical Experience
Quelle	In: Journal of Education and Learning, 7 (2018) 4, S.79-91 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; Team Teaching; Preservice Teacher Education; Theory Practice Relationship; Comparative Analysis; Cooperating Teachers; Teaching Models; Student Teachers; Student Teaching; Elementary Secondary Education; Preschool Education; Teacher Attitudes; Student Teacher Attitudes; Questionnaires; Israel + Suchen Sie Ihr Suchwort? Ausland; Teamteaching; Lehramtsstudiengang; Lehrerausbildung; Theorie-Praxis-Beziehung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrmodell; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Pre-school education; Vorschulerziehung; Lehrerverhalten; Fragebogen
Abstract	This study focuses on implementing co-teaching models in the practical experience of teacher training processes. It examines the experience models in terms of theory versus practice from the perspectives of students of education and training teachers (school and pre-school) who participated in the special "Academy-Class" program in the 2017 academic year at Ohalo College. 125 subjects participated in the study. The overriding goal of the research was to identify the dominant patterns in this unique practical experience in teachers training. The research questions sought to clarify the extent to which the six main co-teaching models described in the research literature are manifested in practical and educational terms in the Academy-Class program; offer a comparison between common teaching practices and the co-teaching models; and assess how common Synergetic Collaboration is as a co-teaching method relative to other low-level methods. Our findings show that the co-teaching models were more dominant than the traditional teaching models among all the sample groups. The greatest difference was found in the reports of the training teachers (0.79) at the school, while the smallest difference was found among students training to become teachers (0.13). We have seen that experiencing a clinical model of co-teaching involves shared work between a training teacher and of a student of education. There is a need to change training processes, as well as expanding the theoretical approaches that describe the wide range of shared co-teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01