Striving for cogenerative coplanning: An investigation into coteachers’ practice during the clinical experience

This qualitative study explores coplanning, one component of coteaching that occurs when a pre-service teacher (PST) and in-service teacher (IST) collaborate on curriculum design throughout the clinical experience. Presenting analysis of the video-recorded planning sessions of eight collaborative pairs, the authors identify cogenerative decision-points and the discursive moves and planning practices evident. Findings reveal that when engaged in cogeneration, pre-service teachers are afforded greater space for their input and both teachers engage in critical reflection and “best practices” for planning. Recommendations for how teacher preparation programs can create more opportunities for pair cogeneration are provided. •When engaged in cogenerative coplanning, coteachers utilized “best practices” for planning.•When engaged in cogenerative coplanning, in-service teachers asked for pre-service teacher input more frequently.•Both pre- and in-service teachers engaged in critical reflection when cogeneratively coplanning.•Video exemplars of cogenerative coplanning may support coteachers in understanding and implementing cogenerative discourse.