Support for Coteaching in Clinical Practice: The Development and Use of a Coassessing Rubric for Collaboratively Analyzing Student Learning

Autor/inn/en	Guise, Megan; Hegg, Sarah; Hoellwarth, Chance; O'Shea, Mark
Titel	Support for Coteaching in Clinical Practice: The Development and Use of a Coassessing Rubric for Collaboratively Analyzing Student Learning
Quelle	In: New Educator, 18 (2022) 1-2, S.148-178 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2022.2038746
Schlagwörter	Team Teaching; Scoring Rubrics; Cooperating Teachers; Student Teachers; Student Evaluation; Teacher Collaboration; Middle School Teachers; High School Teachers; Evaluation Criteria + Suchen Sie Ihr Suchwort? Teamteaching; Scoring formulas; Auswertungsbogen; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schulnote; Studentische Bewertung; Lehrerkooperation; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule
Abstract	Coteaching, an alternative to traditional conceptions of student teaching in general teacher preparation, may be enhanced if researchers and practitioners achieve consensus with respect to operational definitions and descriptions of practice. The focus of this article is coassessing -- one component of coteaching -- where coteachers collaboratively analyze the results of student assessments and determine instructional next steps. Through a review of coassessing literature and analyses of coassessing videos, we developed a coassessing rubric to support coassessing implementation. We describe the methods used to develop the coassessing rubric and outline the use of the rubric as a resource for advancing coassessing practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11