Collaborative Coteaching (CCT): Practitioner Learning through Shared Praxis

Autor/inn/en	Yoo, Joanne; Heggart, Keith; Burridge, Nina
Titel	Collaborative Coteaching (CCT): Practitioner Learning through Shared Praxis
Quelle	In: Australian Journal of Teacher Education, 44 (2019) 4, S.65-77, Artikel 5 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Team Teaching; Ethics; Educational Philosophy; Preservice Teacher Education; Elementary School Teachers; Teacher Collaboration; Educational Benefits; Instructional Effectiveness; Teaching Methods; Student Attitudes; Foreign Countries; Communities of Practice; Australia + Suchen Sie Ihr Suchwort? Teamteaching; Ethik; Bildungsphilosophie; Erziehungsphilosophie; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Bildungsertrag; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Ausland; Community; Australien
Abstract	This paper explores the benefits of coteaching a philosophy and ethics subject for final year Australian primary preservice education students. It depicts the learning experiences of two early career academics, who were the coresearchers and coauthors of this article. A third author acted as a critical friend who facilitated reflective discussion around their coteaching practices. The coteachers adopt the living theory methodology to investigate collaborative coteaching as an effective model of instruction in higher education through a case study of their own practice. The primary data sources include both coteachers' weekly journals, an interview discussion with a critical friend, informal conversations and student surveys. The main themes emerging from the data include: the evolution of the coteaching relationship, practitioner learning and the viability of coteaching as an effective pedagogical tool. The findings illustrate the potential benefits of collaborative coteaching, particularly within the teacher education field. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01