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…

Purpose: Service learning is not comprehensively developed in economics such as the implementation of the 17 sustainability goals of the Agenda 2030 -- although this would be beneficial as experiential learning is linked to democratic education goals. Service Learning offers itself as a didactic design for this purpose. The paper aims to discuss…

Purpose: Co-teaching is a prevalent and productive coaching activity that coaches can leverage when working with teachers to support teaching and learning. However, there is insufficient research detailing how coaches can and should implement this coaching activity with teachers. Hence, the purpose of this qualitative interview study is to better…

This study investigated the effects of a co-teaching training program on female pre-service teachers of special education at the Faculty of Education, King Saud University. It also examined whether the participants' academic majors affected their total knowledge gains obtained from the administered training program. A co-teaching training program…

Collaborative (Co-) teaching is an increasingly popular model of instructional used to improve inclusive education outcomes. The woefully under theorized and researched arrangement involves multiple certified teachers--a general and special educator--sharing a classroom space and increased spectrum of student learning needs. Our multiyear…

Teachers are facing increasingly diverse classrooms globally. To support all students efficiently, teachers need to know their students. Drawing from the literature of teacher learning and inclusive education, we explored how teachers learn to know their students in a co-teaching context. Analysis of interviews and diaries of five co-teaching…

This qualitative study foregrounded four teacher educators' perceptions of teaching collaboratively at shared school sites over the span of two years. As we reconvened to reflect on our experiences both individually and collectively, we retrospectively examined the affordances and challenges from this shared experience. Our data collection was…

Having two teachers work collaboratively in the same class has been suggested as a possible solution to several instructional challenges, including the inclusion of students with special needs in mainstream classrooms and as part of school-wide prevention models to increase student achievement. In this, shared responsibility between teachers is…

Pedagogical training of mathematics graduate students is often disconnected from the actual experience of teaching. Even with the support offered by standard instructor training models, mathematics graduate students find it hard to connect with students, mature pedagogically and contribute meaningfully, especially under the overwhelming conditions…

This paper reports on a semester-long co-teaching investigation in which three mathematics teacher educators in the USA themselves enacted a co-plan/co-teach credentialing model in the context of a mathematics content course for future elementary teachers. The mathematics teacher educators sought to examine the co-planning practices for improving…

Because interdisciplinary thinking is critical to address complex issues, we created and evaluated an interdisciplinary team-taught undergraduate course on mental illness using the kaleidoscope approach. After grounding students in biology, psychology and sociology, we aimed to develop students' abilities to think interdisciplinarily and cultivate…

In this study, we integrated corpus technology in pre-service TESOL (Teaching English to Speakers of Other Languages) teachers' technological pedagogical content knowledge (TPACK) development in corpus technology, termed corpus-based language pedagogy (CBLP), and highlighted the collaborative effort for knowledge building among participants for…

Emerging research shows teachers and architects perceive higher numbers of affordances for learning in innovative learning environments (ILEs) than in traditional classrooms. Yet, offering ILEs alone will not bring about significant changes to teacher practices nor students' learning experiences. Supporting teachers to perceive and utilise spaces…

In 2016, researchers from two educator preparation programs (EPPs) in two differing states (southeast and west) chose to examine the intervention of co-teaching during student teaching that had been in place for 3 years in each of their locals. The researchers wanted to (a) identify and articulate the co-teaching model within the context of each…

While coaching is a well-documented form of professional development to support teachers' instructional practices in mathematics, limited research exists on how coaches can support teachers in differentiating their mathematics instruction. Hence, as part of this retrospective case study, we explored how one instructional coach leveraged a coaching…