Preservice Teacher Reflection on Coteaching Implementation: Are We Meeting the Benchmarks?
This research study shows one teacher preparation program’s (TPP) attempt to better gauge coteaching implementation and how a TPP can provide more immediate pair support. We present findings from the analysis of 777 weekly coteaching reflection surveys completed by 44 secondary preservice teachers o...
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| Veröffentlicht in: | Journal of teacher education 2023-01, Vol.74 (1), p.23-39 |
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| container_title | Journal of teacher education |
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| creator | Guise, Megan Ambroso, Eric Paulding, Katie Moore, Courtney Hegg, Sarah |
| description | This research study shows one teacher preparation program’s (TPP) attempt to better gauge coteaching implementation and how a TPP can provide more immediate pair support. We present findings from the analysis of 777 weekly coteaching reflection surveys completed by 44 secondary preservice teachers over 20 weeks of the clinical experience. The research team developed “ideal” benchmarks for the coteaching reflection prompts and analyzed the data in respect to these benchmarks to see how close preservice teachers met coplanning, coinstructing, and coassessing benchmarks. Data are reported according to these benchmarks, presenting these data for the entire cohort and by individual disciplines before providing detailed case studies for two pairs within the English cohort. Recommendations are provided for TPPs who want to use a similar coteaching reflection survey and approach to data analysis to inform more immediate pair support. |
| doi_str_mv | 10.1177/00224871221105807 |
| format | Article |
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| subjects | Benchmarks Preservice Teacher Education Preservice Teachers Program Implementation Reflection Secondary education Student teachers Teacher education Teacher Education Programs Team Teaching |
| title | Preservice Teacher Reflection on Coteaching Implementation: Are We Meeting the Benchmarks? |
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