TY - JOUR
T1 - Implications of a Co-Planning and Co-Teaching Professional Development Training for Pre-Service Teachers and Collaborating Teachers
AU - Sears, Ruthmae
AU - Grady, Maureen
AU - Cayton, Charity
AU - Brosnan, Patricia
AU - Ahmad, Salam
AU - Castro-Minnehann, Cynthia
PY - 2018/1/1
Y1 - 2018/1/1
N2 - This study describes pre-service teachers’ and collaborating teachers’ perspectives of a professional development training, which focused on co-planning and co-teaching in secondary mathematics. Data were garnered from 19 pre-service teachers and 23 collaborating teachers, using a pre-survey, a professional development survey, and personal reflections. The quantitative data were analyzed using descriptive statistics, and the qualitative data were analyzed using a constant comparative analysis. The findings suggest that the professional development helped participants conceptualize how co-planning and co-teaching could be enacted during clinical experiences. We also found that all participants valued collaboration and communication opportunities, hands-on activities, and providing explicit examples for a mathematical context. The collaborative pairs noted they wanted to have more opportunities to engage in co-planning to better enact the co-teaching strategies. The findings of this paper have implications for teacher preparation programs, which seek to prepare pre-service teachers and facilitate professional development training for collaborating teachers and pre-service teachers.
AB - This study describes pre-service teachers’ and collaborating teachers’ perspectives of a professional development training, which focused on co-planning and co-teaching in secondary mathematics. Data were garnered from 19 pre-service teachers and 23 collaborating teachers, using a pre-survey, a professional development survey, and personal reflections. The quantitative data were analyzed using descriptive statistics, and the qualitative data were analyzed using a constant comparative analysis. The findings suggest that the professional development helped participants conceptualize how co-planning and co-teaching could be enacted during clinical experiences. We also found that all participants valued collaboration and communication opportunities, hands-on activities, and providing explicit examples for a mathematical context. The collaborative pairs noted they wanted to have more opportunities to engage in co-planning to better enact the co-teaching strategies. The findings of this paper have implications for teacher preparation programs, which seek to prepare pre-service teachers and facilitate professional development training for collaborating teachers and pre-service teachers.
UR - https://digitalcommons.usf.edu/tal_facpub/234
UR - https://www.aplu.org/projects-and-initiatives/stem-education/mathematics-teacher-education-partnership/mtep-conferences-meetings/mtep7-materials/5ResearchPresentations/1.%20Implications%20of%20a%20Co-Planning%20and%20Co-Teaching%20Professional%20Development%20Training%20for%20Pre-service%20Teachers%20and%20Collaborating%20Teachers.pdf
M3 - Article
JO - Proceedings of the Seventh Annual Mathematics Teacher Education Partnership Conference
JF - Proceedings of the Seventh Annual Mathematics Teacher Education Partnership Conference
ER -