Coteaching in International Contexts (eBook)

Coteaching in International Contexts 2
Chapter 1 7
Introduction to Coteaching 7
1.1 Structure of the Book 9
References 13
Chapter 2 16
A Five-Year Systematic Study of Coteaching Science in 120 Primary Schools 16
2.1 Introduction 16
2.2 Model of Coteaching 17
2.3 Implementation of a Coteaching Model 18
2.3.1 Equal Teaching Roles 21
2.3.2 Student Teacher Leads Classroom Teacher Guides
2.3.3 Classroom Teacher Leads: Student Teacher Guides 22
2.3.4 Student Teacher Leads: Teacher Assists 23
2.3.5 Classroom Teacher Leads Student Assists
2.3.6 Student Teacher and Classroom Teacher Each Work with Small Groups 23
2.3.7 Student Teacher Leads: Classroom Teacher Observes and Vice Versa 23
2.3.8 Child Acts as a Coteacher 24
2.4 Implementation Issues 24
2.4.1 Should Student Teachers Be Assessed During Coteaching? 24
2.4.2 Should Coteachers Be ‘Matched’? 25
2.4.3 Promoting Harmonious Coteaching 25
2.4.4 Anxiety About Coteaching Role 26
2.4.5 School-Level Decisions 28
2.5 Impact of Coteaching Science in Primary Schools: Student Teachers, Classroom Teachers, Children and Teacher Educators 29
2.5.1 Student Teachers 32
2.5.2 Classroom Teachers 33
2.5.3 Children 35
2.6 Promoting Coteaching in Schools 37
2.7 Conclusion 37
References 38
Chapter 3 40
Researching the Use of Coteaching in the Student Teaching Experience 40
3.1 Introduction 40
3.2 Coteaching Background 41
3.3 Context 43
3.4 Our Project 44
3.5 Academic Impact on K-6 Learners 45
3.5.1 Reading Scores 46
3.5.2 Mathematics Scores 47
3.6 Achievement by Type of Student Teaching Experience 48
3.7 Focus Group Findings 48
3.8 Additional Student Survey Data 50
3.9 Impact on Teacher Candidates 51
3.10 Impact on Cooperating Teachers 55
3.11 Summary 55
References 56
Introduction 58
References 59
Chapter 4: Coteaching in Science Education Courses: Transforming Teacher Preparation Through Shared Responsibility 61
4.1 Pushing Back by Sharing Responsibility 62
4.2 Emphasizing Mutual Participation 63
4.3 Shining a New Light on an Old Issue 65
4.4 Collaborating to Synthesize Experiences 66
4.5 Teaching Together 67
4.6 Cogenerating Change in Teacher Education 69
4.7 Our Research on Learning to Teach Science 70
4.7.1 Coteaching Serves to Support Teachers and Facilitate Professional Development 71
4.7.2 Coteaching | Cogenerative Dialogue Creates a Space for Teaching and Learning to Come Together and Support the Emergenc 74
4.7.3 Sharing Teaching Experiences with Our Students Enables Us to Continue to Learn and Grow as Teachers and as Researchers 76
4.8 Challenges in Implementing an Engaged Pedagogical Approach 78
4.9 Implications for Science Teacher Education 79
4.10 Conclusions and Future Directions 80
References 81
Chapter 5 83
Producing and Maintaining Culturally Adaptive Teaching and Learning of Science in Urban Schools 83
5.1 Researching Science Education in Urban Schools 84
5.2 About This Research 86
5.3 Cogens at NYH 87
5.4 What Happens in a Typical Cogen? 89
5.5 Does the Use of Cogens Increase Achievement on High Stakes Tests? 95
5.6 Achievement Trajectories 96
5.7 The Ripple Effects of Cogens 97
5.8 What Next? 98
5.9 Benefits of Cogens 99
5.10 Are (Co)Learning and (Co)Teaching Inseparable? 101
References 102
Introduction 104
Chapter 6 107
Risk-Taking as Practice in a Coteaching Professional Learning Community 107
6.1 The Public Nature of Coteaching Practice and Risk-Taking 107
6.2 The Conception of Risk-Taking 110
6.3 The Context/Research Design 112
6.4 Exposure and Vulnerability, or a Welcome Respite? 113
6.5 Moving Outside Comfort-Zones: Pedagogical Risk-Taking 118
6.6 Risk-Taking Within a Supportive Environment: “Somebody Had Your Back” 121
6.7 Risk-Taking as Collective Practice: Conclusions and Implications 124
References 124
Chapter 7 127
Enactment of Coteaching in Primary Schools: Moving Towards a Shared Responsibility 127
7.1 Coteaching and Cultural Historical Activity Theory (CHAT) 128
7.2 The Enactment of Coteaching in the Classroom 131
7.3 Coteaching Early in the Placement 132
7.4 Coteaching Later in the Placement: Moving Towards a Shared Responsibility 137
7.5 The Different Role of Student Teachers When ngaged in Solo and Coteaching 144
7.6 Conclusions 147
References 147
Chapter 8 149
‘It Certainly Taught Us How to Change Our Minds on Teaching Science’: Coteaching in Continuing Professional Development 149
8.1 The Coteaching Context 150
8.2 CPD Approaches – Past and Present 152
8.3 Coteaching in CPD 157
8.3.1 Active Participation 157
8.3.2 In-Class Element 159
8.3.3 Working Together 161
8.3.4 Needs of Specific Teachers and Pupils 163
8.3.5 Co-presentation of Work 164
8.3.6 Co-reflection 165
8.3.7 Long-Term Issues: Sustainability 166
8.4 Implications and Suggestions 167
References 168
Chapter 9 170
A Learning Space: Student Teachers’ Experience of Coteaching Science 170
9.1 Introduction 170
9.2 Context for the Study 170
9.2.1 The Local Context 170
9.2.2 The National Context 171
9.2.3 The Curriculum Context: Science in the Curriculum 173
9.3 Theoretical Framework for Coteaching 174
9.4 Methods 177
9.4.1 Participants 178
9.5 Findings and Discussion 180
9.5.1 Students’ Motivations 180
9.5.2 Focus on Language 181
9.5.3 The Five-Part Lesson 183
9.5.4 Experiencing Collaboration 184
9.6 Concerns Expressed 187
9.7 Research Challenges 188
9.8 Conclusion 188
References 190
Chapter 10 195
Coteaching in the Penn STI: Evolution of Fluent Praxis 195
10.1 Introduction 195
10.2 Lesson Context August 6, 2008 196
10.2.1 Event 1: Bingo Shared Focus 196
10.2.2 Event 2: A Deeper Question 197
10.2.3 Event 3: A Seamless Transfer of Focus 197
10.2.4 Event 4: Coparticipation and Appropriating Shared Resources 198
10.3 Overview 199
10.4 Rationale of Coteaching in the Penn STI 200
10.5 Theoretical Perspectives 201
10.5.1 Sociocultural Theory 201
10.6 Social Practices 202
10.7 Structure|Agency Dialectic 203
10.8 Data Sources 203
10.9 Coteaching in the MISEP Physics 590 204
10.10 Faculty RTOP Observation Data: MISEP Physics 590 205
10.11 Lesson Context: July 25, 2006 207
10.12 Lesson Context: July 27, 2007 209
10.13 Analysis of Summer 2008 210
10.14 Analysis of the August 6, 2008 (Hooke’s Law) Class 211
10.15 Event 4 Complementarity of Actions/a Seamless Entry 211
10.16 Ceding Space: Accessing Shared Resources 212
10.17 Anticipatory Action 212
10.17.1 Anticipating Unspoken Needs and Creating Needed Resource 212
10.18 Dynamic Coteaching 213
10.19 Discussion 214
References 217
Chapter 11 219
From Theoretical Explanation to Practical Application: Coteaching in a Pre-service Primary Physics Course 219
11.1 Introduction 219
11.2 Primary Science Teaching 221
11.3 Coteaching in the Context of Teacher Education 222
11.4 Research Design 223
11.4.1 Context of the Study 223
11.4.2 Participants 225
11.4.3 Coteaching Procedure and Collection of Data 226
11.5 Analysis 227
11.6 Results 227
11.6.1 Descriptive Data from Participants’ Interactions during the Seminars 228
11.6.2 The Physicist’s and the Primary Teacher’s Experiences of the Process of Coteaching 230
11.6.2.1 Making Physics Teaching Meaningful 230
11.6.2.2 Building on Each Other’s Ideas and Questioning 231
11.6.2.3 Shared Responsibility, Respect, and Trust 232
11.6.2.4 Learning of Science and Science Teaching 233
11.6.3 The Student-Teachers’ Experiences of the Process of Coteaching 234
11.7 Discussion 236
References 238
Chapter 12 240
Now It’s Time to Go Solo 240
12.1 Introduction 240
12.2 Coteaching as Student Teaching 241
12.3 Methodology 243
12.3.1 Research Participants 243
12.3.2 Data Collection and Analysis 243
12.4 Three Case Studies 245
12.4.1 Jaime 245
12.4.2 Contradiction 247
12.4.3 Pat 248
12.4.4 Contradiction 251
12.4.5 Lisa 251
12.4.6 Contradiction 256
12.5 Cross-Case Discussion/Analysis 256
12.6 Conclusions 257
References 258
Chapter 13 261
Changing Lives: Coteaching Immigrant Students in a Middle School Science Classroom 261
13.1 Introduction 261
13.2 Student Diversity: A Reason for Coteaching 262
13.2.1 Critical Pedagogy: Coteaching Science for Empowerment 264
13.3 Coteaching: Fusing Multiple Resources to Teach Empowering and Transformative Science 265
13.4 Methodology and Data Sources 266
13.4.1 Methods of Analysis 267
13.5 Findings of the Study 267
13.5.1 Participatory Science: Connecting Language and Experiences Through Coteaching 267
13.6 Connecting Spirituality and Science: Valuing Students’ Ways of Knowing Through Coteaching 269
13.6.1 From Quiet Students to Talkative Students: Engaged in Science Activities Through Coteaching 272
13.7 Discussion and Implications 274
References 276
Chapter 14 278
Parents as Coteachers of Science and Technology in a Middle-School Classroom 278
14.1 Introduction 278
14.2 Theoretical Framework 279
14.2.1 Field 279
14.2.2 Structure|Agency 280
14.2.3 Agency|Passivity 280
14.2.4 Capital 281
14.2.5 Individual|Collective 282
14.3 Description of the Study 283
14.4 A Parent’s Experience with Coteaching 284
14.4.1 Accessing Capital for Coteaching Through Cogens 284
14.4.2 Decision-Making by Coteachers 286
14.5 Further Discussion and Conclusion 296
References 298
Chapter 15 302
Exploring Multiple Outcomes: Using Cogenerative Dialogues and Coteaching in a Middle School Science Classroom 302
15.1 Introduction 302
15.2 Success at Home: Recent Successes in Science Education Using Cogenerative Dialogues 303
15.2.1 Research Authenticity and the Cogenerative Dialogue 303
15.2.2 Cogen-Based Work in NYC, 2006–2008 304
15.2.3 Overview of Past Research Outcomes 307
15.3 Significance of Current Research 308
15.3.1 Illuminating the Private School Experience 308
15.3.2 A Quality Science Education for All 308
15.4 Research Setting and Context 309
15.5 Research Design 311
15.5.1 A Seedbed for New Research 311
15.5.2 Data Analysis 312
15.6 Multiple Outcomes of Cogenerative Dialogues 313
15.6.1 Coteaching and the Development of a Student-Researcher Identity 313
15.6.2 Video as a Reflective Tool and Implications for Science Teaching 316
15.7 Through the Looking Glass: Cogen Evaluation À La Guba and Lincoln 319
15.8 Research Implications 320
References 322
Chapter 16 323
Cogenerative Dialogues: Improving Mathematics Instruction in an Adult Basic Education Program 323
16.1 Introduction: Adult Basic Education and Mathematics 323
16.2 Adult Basic Education and the General Educational Development (GED) Exam 324
16.3 Computer-Assisted Instruction and Getting Started with Cogens 325
16.4 Cogenerative Dialogues (Cogens) 327
16.5 Continuing with Cogens (Spring 2008) 328
16.6 Key Approaches to Data Resources 331
16.7 Addressing Difficulties with Word Problems 332
16.8 Mathematical Dispositions 335
16.9 Intersection of Fields 337
16.10 Checking Answers 339
16.11 What Was Learnt from Cogens 342
References 343
Chapter 17 345
Constructing Mathematical Knowledge in Urban Schools: Using Cogenerative Dialogue and Coteaching to Transform the Teaching an 345
17.1 On the Matter of Voice 345
17.2 Introduction 345
17.3 Background 346
17.4 What Is Cogenerative Dialogue? 347
17.5 Minority Students’ Voices in Mathematics Education 349
17.6 Understanding Minority Students’ Ethnomethodological Perspectives 350
17.7 Connecting with Students’ Culture 351
17.8 Bebe and Cece’s Voice 353
17.9 Gaining Authentic Classroom Knowledge 355
17.10 The Genesis of Cogenerative Dialogue in My Pedagogy 357
17.11 Understanding and Using Outcomes of Coteaching 358
17.12 Effects of Cogens and Coteaching on My Teaching 360
17.13 Promising Equitable Outcomes for Students’ Mathematics Education 361
References 363
Chapter 18 364
Students as Coteachers in an Urban High School Mathematics Class 364
18.1 Introduction 364
18.2 The Urgent Need for Equity in the Mathematics Classroom 365
18.3 Exploring Classroom Activities 368
18.3.1 The Study and the Participants 368
18.3.2 Videotaping Classroom Activities 369
18.4 The Road to Equity 370
18.5 Students Teaching to Learn 372
18.5.1 The Actual Lesson 372
18.5.2 Examining the Lesson 374
18.5.3 Students’ Perspective 375
18.5.4 Students and Teacher Producing Together 375
18.6 Cogenerative Dialogue as a Classroom Management Tool 375
References 376
Epilogue 377
1.1 Adopting Coteaching 377
1.2 Cogenerative Dialogues 380
1.3 The Future for Coteaching 381
References 382

"Chapter 4 Coteaching in Science Education Courses: Transforming Teacher Preparation Through Shared Responsibility (S. 57-58)

Christina Siry and Sonya N. Martin
with Shelley Baker, Nicole Lowell, Jenna Marvin, and Yushaneen Wilson

This chapter focuses on the implementation of coteaching and cogenerative dialogue as foundational components in science teacher education courses. Our use of coteaching emphasizes sharing responsibility for teaching and learning science and science pedagogy with our students.1 Cogenerative dialogues are conversations between classroom participants (teachers, students, researchers, etc.) to discuss classroom interactions and focus on improving teaching and learning.

Coupled with coteaching, they serve as both a method for learning how to teach and a methodological approach to learn about teaching. In our research, we focus on how sharing responsibility with our students for the teaching and learning that occurs in our courses has the potential to transform not only science teacher education but also K-12 science education. Specifically, we have implemented this approach to counter the increasing trend toward the deprofessionalization of teachers, both at the K-12 and university levels.

In this chapter, we present our pedagogical perspectives and explore our research into the use of coteaching and cogenerative dialogues as an approach to teacher education courses. Building from critical perspectives of dialogue and participatory education, we explore how coteaching and cogenerative dialogue can be utilized as a tool for engaging students in a theory generative pedagogical approach to learning about teaching.

As we detail the development of our courses over time, we provide insights into how our epistemological understandings about teaching and learning have evolved to include sharing responsibility for teaching and learning with our students and how this practice has, in turn, informed our praxis as teacher educators. In the sections that follow, we describe what we characterize as the deprofessionalization of teaching and introduce coteaching and cogenerative dialogue as an engaged pedagogical approach teacher educators can utilize to support new and in-service teachers to “push back” at policies and mandates that de-emphasize the decision-making powers of professional teachers.

4.1 Pushing Back by Sharing Responsibility

The increasing standardization of education, the prevailing culture of accountability in teacher education, and the accompanying deprofessionalization of the teacher that is evident in policy mandates and the proliferation of scripted curricula work to limit agency in education and present challenges to educators. Particularly salient to this issue is our work with elementary teachers, who are predominately female and who are experiencing the greatest degree of marginalization as professionals by mandates and materials that are designed to “teacher proof” curricula in K-8 classrooms."