Collaborative Coteaching (CCT): Practitioner Learning through Shared Praxis

Abstract

This paper explores the benefits of coteaching a philosophy and ethics subject for final year Australian primary preservice education students. It depicts the learning experiences of two early career academics, who were the coresearchers and coauthors of this article. A third author acted as a critical friend who facilitated reflective discussion around their coteaching practices. The coteachers adopt the living theory methodology to investigate collaborative coteaching as an effective model of instruction in higher education through a case study of their own practice. The primary data sources include both coteachers' weekly journals, an interview discussion with a critical friend, informal conversations and student surveys. The main themes emerging from the data include: the evolution of the coteaching relationship, practitioner learning and the viability of coteaching as an effective pedagogical tool. The findings illustrate the potential benefits of collaborative coteaching, particularly within the teacher education field.

Formación inicial docente y prácticas de coenseñanza: ¿qué dice la investigación internacional de los últimos 20 años?

“…Los resultados definen la coenseñanza como una estrategia destinada a estudiantes de programas de formación pedagógica, en donde las clases son dictadas por una dupla de docentes universitarios (Bullock et al, 2002;Cardinal & Fenichel, 2017;Cho, 2017;Drescher, 2017;Duran et al, 2020;Kluth & Straut, 2003;Milne et al, 2011;Luke & Rogers, 2015;Smith & Winn, 2017;Weiss et al, 2014;Wolffensperger & Patkin, 2013;Yoo et al, 2019;Zadorozhna et al, 2020), docentes universitarios y escolares (Diamond et al, 2017) o de docentes universitarios con miembros de comunidades indígenas (Lees, 2016).…”

Entangling Our Thinking and Practice: A Model for Collaboration in Teacher Education

“…Working collaboratively is a valued practice in teaching and teacher education and has been investigated as part of the practice of co-teaching (Yoo, Heggart, & Burridge, 2019); coaching (Hohensee & Lewis, 2019); school-university partnerships (Chan & Clarke, 2014); early-career academics (Kitchen, Berry, & Russell, 2019); identity development (Lunenberg, Korthagen, & Zwart, 2011); and within discipline teams (King, Logan, & Lohan, 2019). There is also a growing body of research investigating the theory of collaboration in education (Cripps Clark, 2014;Kitchen et al, 2019;Soliman, 2001;Steven & Philip, 2018;Woolley, Chabris, Pentland, Hashmi, & Malone, 2010).…”