Toward Conceptual Clarity: A Scoping Review of Coteaching in Teacher Education

Autor/inn/en	Weinberg, Andrea E.; Sebald, Ann; Stevenson, Cerissa A.; Wakefield, Wendy
Titel	Toward Conceptual Clarity: A Scoping Review of Coteaching in Teacher Education
Quelle	In: Teacher Educator, 55 (2020) 2, S.190-213 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weinberg, Andrea E.) ORCID (Wakefield, Wendy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2019.1657214
Schlagwörter	Team Teaching; Educational Research; Teacher Educators; Research Methodology; Definitions; Program Implementation; Preservice Teacher Education; Outcomes of Education; Preservice Teachers; Teacher Collaboration + Suchen Sie Ihr Suchwort? Teamteaching; Bildungsforschung; Pädagogische Forschung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Research method; Forschungsmethode; Begriffsbestimmung; Lehramtsstudiengang; Lernleistung; Schulerfolg; Lehrerkooperation
Abstract	While coteaching is not a novel or even new approach in P-12 classrooms, its application in teacher education contexts has become increasingly prevalent. Coteaching in teacher education has been touted for its potential to promote collaborative classroom practice, connect theory and praxis, counteract sociocultural disparities in classrooms, and improve outcomes for teacher candidates as well as P-12 students and inservice teachers. This article presents a scoping review of the 103 empirical studies focused on coteaching in teacher education to enhance conceptual clarity and heighten understandings of the nature and extent of such research. We map the methodological characteristics of these studies that serve to the breadth and depth to which coteaching in teacher education has been examined. Next, we describe the outcomes and phenomena explored by the 103 studies to reveal the intended results as well as points of tension for coteaching in teacher education. Finally, we couple an analysis of coteaching definitions within these studies with an analysis of the ways in which coteaching is implemented in teacher education. Notable findings of this scoping review include the extensive range of ways coteaching is implemented across the preservice teacher education curriculum, the variety of aims for coteaching in these contexts, and the need for continued grounding in frameworks to enhance understandings of coteaching practices and impacts for stakeholders including P-12 students, inservice teachers, teacher candidates, and university faculty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01