David Durán Gisbert, Marta Flores Coll, Óscar Mas Torelló, J. M. S. Gavaldá
{"title":"初级教师教育中的共享教学:学生和教师的优势和困难。","authors":"David Durán Gisbert, Marta Flores Coll, Óscar Mas Torelló, J. M. S. Gavaldá","doi":"10.1344/REIRE2019.12.227430","DOIUrl":null,"url":null,"abstract":"Introduction: Co-teaching, when two teachers work together with the same group of students and share the same classroom, is considered a powerful tool for learning, both for students and for trainee teachers. The study aims to identify the benefits and difficulties of co-teaching in primary and higher education. Method: A sample of 108 education students was divided in two groups: one that was trained in co-teaching during two sessions using co-teaching methodology and one that received the same training but without co-teaching methodology. The research adopted a mixed design: a quantitative study using a quasi-experimental design with a comparison group that hypothesized certain improvements in knowledge and attitudes about co-teaching in the pre- and post- test; and a qualitative study based on the perceptions of students (through a questionnaire) and teachers (through interviews). Results: The quantitative results confirm the hypothesis and the qualitative study reveals some of the potentialities of co-teaching as observed in the teachers’ and students’ responses. Discussion: The benefits of co-teaching differ according to the setting; and despite the difficulties, especially in the university setting, the results point to the need to use co-teaching methodology in the initial stages of teacher education.","PeriodicalId":335563,"journal":{"name":"REIRE Revista d Innovaci� i Recerca en Educaci�","volume":"19 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Docencia compartida en la formación inicial del profesorado: potencialidades y dificultades según los estudiantes y los profesores.\",\"authors\":\"David Durán Gisbert, Marta Flores Coll, Óscar Mas Torelló, J. M. S. Gavaldá\",\"doi\":\"10.1344/REIRE2019.12.227430\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Introduction: Co-teaching, when two teachers work together with the same group of students and share the same classroom, is considered a powerful tool for learning, both for students and for trainee teachers. The study aims to identify the benefits and difficulties of co-teaching in primary and higher education. Method: A sample of 108 education students was divided in two groups: one that was trained in co-teaching during two sessions using co-teaching methodology and one that received the same training but without co-teaching methodology. The research adopted a mixed design: a quantitative study using a quasi-experimental design with a comparison group that hypothesized certain improvements in knowledge and attitudes about co-teaching in the pre- and post- test; and a qualitative study based on the perceptions of students (through a questionnaire) and teachers (through interviews). Results: The quantitative results confirm the hypothesis and the qualitative study reveals some of the potentialities of co-teaching as observed in the teachers’ and students’ responses. Discussion: The benefits of co-teaching differ according to the setting; and despite the difficulties, especially in the university setting, the results point to the need to use co-teaching methodology in the initial stages of teacher education.\",\"PeriodicalId\":335563,\"journal\":{\"name\":\"REIRE Revista d Innovaci� i Recerca en Educaci�\",\"volume\":\"19 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"REIRE Revista d Innovaci� i Recerca en Educaci�\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1344/REIRE2019.12.227430\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"REIRE Revista d Innovaci� i Recerca en Educaci�","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1344/REIRE2019.12.227430","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Docencia compartida en la formación inicial del profesorado: potencialidades y dificultades según los estudiantes y los profesores.
Introduction: Co-teaching, when two teachers work together with the same group of students and share the same classroom, is considered a powerful tool for learning, both for students and for trainee teachers. The study aims to identify the benefits and difficulties of co-teaching in primary and higher education. Method: A sample of 108 education students was divided in two groups: one that was trained in co-teaching during two sessions using co-teaching methodology and one that received the same training but without co-teaching methodology. The research adopted a mixed design: a quantitative study using a quasi-experimental design with a comparison group that hypothesized certain improvements in knowledge and attitudes about co-teaching in the pre- and post- test; and a qualitative study based on the perceptions of students (through a questionnaire) and teachers (through interviews). Results: The quantitative results confirm the hypothesis and the qualitative study reveals some of the potentialities of co-teaching as observed in the teachers’ and students’ responses. Discussion: The benefits of co-teaching differ according to the setting; and despite the difficulties, especially in the university setting, the results point to the need to use co-teaching methodology in the initial stages of teacher education.