Megan Guise, Eric Ambroso, Katie Paulding, Courtney Moore, Sarah Hegg
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Preservice Teacher Reflection on Coteaching Implementation: Are We Meeting the Benchmarks?
This research study shows one teacher preparation program’s (TPP) attempt to better gauge coteaching implementation and how a TPP can provide more immediate pair support. We present findings from the analysis of 777 weekly coteaching reflection surveys completed by 44 secondary preservice teachers over 20 weeks of the clinical experience. The research team developed “ideal” benchmarks for the coteaching reflection prompts and analyzed the data in respect to these benchmarks to see how close preservice teachers met coplanning, coinstructing, and coassessing benchmarks. Data are reported according to these benchmarks, presenting these data for the entire cohort and by individual disciplines before providing detailed case studies for two pairs within the English cohort. Recommendations are provided for TPPs who want to use a similar coteaching reflection survey and approach to data analysis to inform more immediate pair support.
期刊介绍:
The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).