TY - JOUR
T1 - Coteaching as a model for preservice secondary science teacher education
AU - Scantlebury, Kathryn
AU - Gallo-Fox, Jennifer
AU - Wassell, Beth
PY - 2008/5
Y1 - 2008/5
N2 - This paper focuses on a 3-year, longitudinal study of the implementation of coteaching, as an innovative approach for preparing high school science teachers enrolled in an undergraduate science teacher education programme located in the United States. The coteaching|co-generative dialogue|co-respect|co-responsibility dialectic is introduced as a way to conceptualise coteaching practice and support successful implementation. We also discuss means to introduce coteaching into the preservice programs and report on findings from an evaluative study of the implementation process. Coteaching has the potential to re-conceptualise teacher preparation and professional development models for science teachers.
AB - This paper focuses on a 3-year, longitudinal study of the implementation of coteaching, as an innovative approach for preparing high school science teachers enrolled in an undergraduate science teacher education programme located in the United States. The coteaching|co-generative dialogue|co-respect|co-responsibility dialectic is introduced as a way to conceptualise coteaching practice and support successful implementation. We also discuss means to introduce coteaching into the preservice programs and report on findings from an evaluative study of the implementation process. Coteaching has the potential to re-conceptualise teacher preparation and professional development models for science teachers.
UR - http://www.scopus.com/inward/record.url?scp=40849100324&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=40849100324&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2007.10.008
DO - 10.1016/j.tate.2007.10.008
M3 - Article
AN - SCOPUS:40849100324
SN - 0742-051X
VL - 24
SP - 967
EP - 981
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
IS - 4
ER -