Could co-teaching be a mechanism to support the adoption of evidence-based teaching strategies? Co-teaching has been proposed as a lever for fostering pedagogical change and has key attributes of a successful change strategy, but does research indicate co-teaching effectively shifts instructional practices? Based on our review of the emerging…

Coteaching, a model for learning to teach, places teacher candidates alongside clinical educators in classrooms. Learning occurs through shared practice and on-going explication of thinking and reflection. This cross-case study of six dyads from an undergraduate early childhood inclusive preservice education program examines ways that coteaching…

Recent years have seen an upsurge in interest in epistemics/knowledge in interaction (e.g., Heritage, 2012a, 2012b; Stivers, Mondada & Steensig, 2011). Insights from such research are now being used by Second Language Acquisition (SLA) researchers yielding valuable insights into teacher-student interaction (e.g., Sert, 2013) and…

An in-depth case study of one team of co-teachers' practice from multiple perspectives is described. A high school science co-teaching team and their students with disabilities completed surveys about their perceptions of co-teaching. Additionally, observations of the two co-teachers occurred to determine roles and types of interactions for…

Hierarchical educational structures employ a standards-driven decision-making atmosphere that challenges teachers' autonomy. This situation represents a critical issue for teacher educators who must consider how they will teach candidates to respond to these settings. We argue that teacher empowerment represents a moral issue that teacher…

The literature on classroom discourse has too long constructed the classroom as a place of one teacher and many pupils. This paper challenges this view by investigating classroom discourse in two-teacher classrooms. Specifically, it presents a case study of an English as an additional language teacher and geography teacher working together in the…

This report is a formative evaluation of the use of an online listserv discussion group as part of a continuing project with schools exploring or implementing interdisciplinary teamed instruction (ITI). A survey was developed to identify member characteristics, what services were liked and used most, and what services were desired. Analysis of 59…