The goal of clinical practice is to enrich teacher candidate learning through enhanced field experiences. Evaluation is a key element of coteaching during which coteachers review their teaching and its impact on pupil learning. However, coteachers are challenged in enacting coevaluation, that is, a critique of the teacher candidate's and clinical…

A coteacher huddle occurs when two or more teachers use short, focused meetings either before, during, or after a lesson, to discuss shifts or adaptations to coplanned instruction. In a recent study Soslau, Kotch-Jester, Scantlebury, and Gleason (2018) determined how teacher candidates' participation in huddles changed over time. Tracking how…

The Partnership for Public Education supports collaborative development processes among all stakeholders in education. University of Delaware educational researchers and professors, field supervisors, clinical educators, and graduate and undergraduate students from teacher education programs share the common goal to advance the success of public…

Within a sociocultural framework, we use situated learning theory to explore the use of a coteaching approach during student teaching. Coteaching is a model for learning to teach where clinical educators and teacher candidates teach alongside one another and share responsibility for pupil learning. Teacher education programs have adopted this…

This work examines the sociocultural and situated nature of teacher learning within the coteaching model for learning to teach with a focus on coevaluation. Coevaluation assumes that teachers accept shared responsibility for assessing the planning, implementation and effectiveness of cotaught curriculum. In this study, a coteaching model for…

Coteaching requires engagement by both student teachers and clinical educators during all aspects of student teaching and is an alternative to the practice of the gradual release of teaching responsibility to the candidate. Though there is an increased use of coteaching as a model for student teaching, little is known about how the model affords…

Coteaching offers a model for the school-placement element of pre-service science teacher education, based on its demonstrated positive impacts on lessening classroom anxiety, supporting inquiry-based science teaching, improving students' attitudes, and addressing diversity effectively in science classrooms. Coteaching between pre-service and…

As a model for learning to teach, coteaching places two or more student teachers and cooperating teachers in a classroom. Effective coteaching requires coplanning, and this case study examines how six coteachers planned instruction for three environmental science classes. Using sociocultural theory, the study provides insight into the complexity…

This paper focuses on a 3-year, longitudinal study of the implementation of coteaching, as an innovative approach for preparing high school science teachers enrolled in an undergraduate science teacher education programme located in the United States. The coteaching/co-generative dialogue/co-respect/co-responsibility dialectic is introduced as a…