ERIC Number: EJ1432672
Record Type: Journal
Publication Date: 2024
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0047-231X
EISSN: EISSN-1943-4898
A Portal to Pedagogical Convergence and a Co-Teaching Framework from Physics
Brett Criswell; Kadir Demir
Journal of College Science Teaching, v53 n4 p355-363 2024
This paper presents important findings that were observed as interconnected key elements of high-quality co-teaching of a physics course for pre-service science teachers while the collaborating faculty experienced a "pedagogical convergence." This pedagogical convergence is akin to the "conceptual convergence" that Roschelle (1992) has described as being a central mechanism in conceptual change learning. Four elements of that pedagogical convergence are identified and discussed: two found within Roschelle's framework and two recognized by the faculty members through their reflection on the course. This pedagogical convergence had a significant positive influence on the design and, more importantly, the implementation of the co-taught physics course, resulting in a productive and impactful collaboration between the two faculty members. The paper includes perspectives from both faculty members on each element of the pedagogical convergence and students as well as on the teaching context and critical aspects of practice. The ideas in the paper should provide college faculty members meaningful directions as to how co-teaching could be implemented across a range of science disciplines and the framework can serve as a foundation for creating a co-taught college science course.
Descriptors: Physics, Science Instruction, Team Teaching, Preservice Teacher Education, Science Teachers, Teacher Collaboration, College Faculty
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A