880
Views
10
CrossRef citations to date
0
Altmetric
Research Articles

Toward Conceptual Clarity: A Scoping Review of Coteaching in Teacher Education

ORCID Icon, , & ORCID Icon

References

  • Allen, T. L. (2013). An examination of the perceptions of cooperating teachers and teacher candidates regarding the initial implementation of a co-teaching model with student teaching at a northern Louisiana university (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database. (3575442)
  • Allen, D., Parker, A., McHatton, P. M., & Dias, L. R. (2010). “Practicing what we preach”: A self-study of a cross-departmental coteaching experience. Paper presented at the American Education Research Association (AERA) annual convention, Denver, CO. Retrieved from AERA Online Paper Repository.
  • Altieri, E., Colley, K. M., Daniel, L. S., & Dickenson, K. W. (2015). Merging expertise: Preparing collaborative educators. Rural Special Education Quarterly, 34(1), 17–22. doi: 10.1177/875687051503400105
  • Andrews, R., & Tjosvold, D. (1983). Conflict management under different levels of conflict intensity. Journal of Occupational Behavior, 4(3), 223–228.
  • Arndt, K., & Liles, J. (2010). Preservice teachers’ perceptions of coteaching: A qualitative study. Action in Teacher Education, 32(1), 15–25. doi: 10.1080/01626620.2010.10463539
  • Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. doi: 10.1080/1364557032000119616
  • Asato, J. A., & Swanson, P. E. (2014). Crossing classroom borders: Faculty coteaching to build common core literacy into preservice mathematics and social studies courses. Presented at AERA, Philadelphia, PA. Retrieved from AERA Online Paper Repository.
  • Bacharach, N., & Heck, T. (2011). Restructuring the student teaching experience: The co-teaching approach. Presented at AERA, New Orleans, LA. Retrieved from AERA Online Paper Repository.
  • Bacharach, N., Heck, T., & Dahlberg, K. (2008). What makes co-teaching work? Identifying the essential elements. College Teaching Methods & Styles Journal (CTMS), 4(3), 43–48. doi: 10.19030/ctms.v4i3.5534
  • Bacharach, N., Heck, T., & Dahlberg, K. (2010). Changing the face of student teaching through coteaching. Action in Teacher Education, 32(1), 3–14. doi: 10.1080/01626620.2010.10463538
  • Baecher, L. H. (2012). Understanding by design as a tool for collaborative planning. In A. Honigsfeld & M. G. Dove (Eds.), Coteaching and other collaborative practices in the EFL/ESL classroom: Rationale, research, reflections, and recommendations (pp. 155–164). Charlotte, NC: Information Age Publishing, Inc.
  • Baeten, M., & Simons, M. (2014). Student teachers’ team teaching: Models, effects, and conditions for implementation. Teaching and Teacher Education, 41, 92–110. doi: 10.1016/j.tate.2014.03.010
  • Ball, D. (2009). Co-teaching an interdisciplinary literacy methods course. Learning Disabilities: A Multidisciplinary Journal, 15(4), 171–177. ERIC Number: EJ858090
  • Bashan, B., & Holsblat, R. (2012). Co-teaching through modeling processes: Professional development of students and instructors in a teacher training program. Mentoring & Tutoring: Partnership in Learning, 20(2), 207–226. doi: 10.1080/13611267.2012.678972
  • Bean, T. W., & Stevens, L. P. (2002). Scaffolding reflection for preservice and inservice teachers. Reflective Practice, 3(2), 205–218. doi: 10.1080/14623940220142343
  • Bennett, D., & Fisch, A. (2013). Infusing coteaching into the general education field experience. Interdisciplinary Journal of Teaching and Learning, 3(1), 18–37.
  • Benuzzi, S. (2015). Preparing future elementary teachers with a STEM-rich clinical, co-Teaching Model of Student Teaching (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database. (3708290)
  • Bleicher, R., & Kirkwood-Tucker, T. (2004). Integrating science and social studies teaching methods with a global perspective for elementary preservice teachers. Curriculum & Teaching Dialogue, 6(2), 115–124.
  • Boveda, M. (2016). Beyond special and general education as identity markers: The development and validation of an instrument to measure preservice teachers’ understanding of the effects of intersecting sociocultural identities. FIU Electronic Theses and Dissertations. Retrieved from https://digitalcommons.fiu.edu/etd/2998
  • Brinkmann, J., & Twiford, T. (2012). Voices from the field: Skill sets needed for effective collaboration and co-teaching. International Journal of Educational Leadership Preparation, 7(3), 1–13. ERIC Number: EJ997467
  • Bullough, R. V., Young, J., Birrell, J. R., Cecil Clark, D., Winston Egan, M., Erickson, L., … Welling, M. (2003). Teaching with a peer: A comparison of two models of student teaching. Teaching and Teacher Education, 19(1), 57–73. doi: 10.1016/S0742-051X(02)00094-X
  • Burstein, J. H. (2009). Do as I say “and” do as I do: Using the professor-in-residence model in teaching social studies methods. The Social Studies, 100(3), 121–127. doi: 10.3200/TSSS.100.3.121-128
  • Cavanagh, M., & McMaster, H. (2015). A professional experience learning community for secondary mathematics: Developing pre-service teachers’ reflective practice. Mathematics Education Research Journal, 27(4), 471–490. doi: 10.1007/s13394-015-0145-z
  • Cochran-Smith, M., & Zeichner, K. M. (Eds.). (2009). Studying teacher education: The report of the AERA panel on research and teacher education. New York, NY: Routledge.
  • Compton, M., Stratton, A., Maier, A., Meyers, C., Scott, H., & Tomlinson, T. (1998). It takes two: Co-teaching for deaf and hard of hearing students in rural schools. Paper presented at the American Council on Rural Special Education Conference, Charleston, SC. Retrieved from https://eric.ed.gov/?id=ED417901.
  • Conderman, G., Johnston-Rodriguez, S., Hartman, P., & Kemp, D. (2013). Preparing preservice secondary special educators. Preventing School Failure: Alternative Education for Children and Youth, 57(4), 196–205. doi: 10.1080/1045988X.2012.679326
  • Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1–16. doi: 10.17161/fec.v28i3.6852
  • Cook, T. D., Campbell, D. T., & Shadish, W. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA: Houghton Mifflin.
  • Correa, V. I., McHatton, P. A., McCray, E. D., & Baughan, C. C. (2014). Preparing teachers to work with diverse populations. In P. T. Sindelar, E. D. McCray, M. T. Brownell & B. Lignugaris/Kraft (Eds.), Handbook of research on special education teacher preparation, (pp. 194–214). New York, NY: Routledge.
  • Darragh, J., Picanco, K., Tully, D., & Henning, A. (2011). When teachers collaborate, good things happen: Teacher candidate perspectives of the co-teach model for the student teaching internship. AILACTE Journal, 8, 83–104.
  • Datnow, A. (2011). Collaboration and contrived collegiality: Revisiting Hargreaves in the age of accountability. Journal of Educational Change, 12(2), 147–158. doi: 10.1007/s10833-011-9154-1
  • Davis-Wiley, P., & Cozart, A. (1998). Are two instructors better than one? Planning, teaching and evaluating a deux. Paper presented at the Mid-South Educational Research Association, New Orleans, LA. Retrieved from https://eric.ed.gov/?id=ED428038.
  • Dee, J. R., Henkin, A. B., & Singleton, C. A. (2006). Organizational commitment of teachers in urban schools: Examining the effects of team structures. Urban Education, 41(6), 603–627. doi: 10.1177/0042085906292512
  • Drescher, T. (2015). Crossing the special-general education divide at the post-secondary level: Observations and outcomes of coteaching across curricula (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database. (AAI3681013)
  • Earley, D. (1996). A descriptive study of coteaching in Florida: From teacher education to implementation (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database. (1384035)
  • Eick, C., Ware, F., & Williams, P. (2003). Coteaching in a science methods course: A situated learning model of becoming. Journal of Teacher Education, 54(1), 74–85. doi: 10.1177/0022487102238659
  • El Kadri, M. S., & Roth, W. M. (2015). The teaching practicum as a locus of leveled, school based transformation. Teaching Education, 26(1), 17–37. doi: 10.1080/10476210.2014.997700
  • Enfield, M., & Stasz, B. (2011). Presence without being present: Reflection and action in a community of practice. Journal of the Scholarship of Teaching and Learning, 11(1), 108–118. Retrieved from https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1809
  • Fantozzi, V. B. (2012). Divergent purposes: A case study of a history education course co-taught by a historian and social studies education expert. The History Teacher, 45(2), 241–259.
  • Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher, 32(3), 16–25. doi: 10.3102/0013189X032003016
  • Ford, P., & Strawhecker, J. (2011). Co-teaching math content and math pedagogy for elementary pre-service teachers: A pilot study. Issues in the Undergraduate Mathematics Preparation of School Teachers, 2, 1–13. ERIC Number: EJ962626
  • Frey, T., Andres, D., McKeeman, L., & Lane, J. (2011). Collaboration by design: Integrating core pedagogical content and special education methods courses in a preservice secondary education program. The Teacher Educator, 47(1), 45–66. doi: 10.1080/08878730.2011.632473
  • Frey, L. M., & Kaff, M. S. (2014). Results of co-teaching instruction to special education teacher candidates in Tanzania. Journal of the International Association of Special Education, 15(1), 4–15.
  • Fullen, M., & Hargreaves, A. (1996). What’s worth fighting for in your school? New York, NY: Teachers College Press.
  • Gallo-Fox, J. (2009). Learning to teach in a coteaching community of practice (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database. (3368890)
  • Gallo-Fox, J., & Scantlebury, K. (2015). It isn’t necessarily sunshine and daisies every time”: Coplanning opportunities and challenges when student teaching. Asia-Pacific Journal of Teacher Education, 43(4), 324–337. doi: 10.1080/1359866X.2015.1060294
  • Gallo-Fox, J., & Scantlebury, K. (2016). Coteaching as professional development for cooperating teachers. Teaching and Teacher Education, 60, 191–202. doi: 10.1016/j.tate.2016.08.007
  • Gallo-Fox, J., Wassell, B., & Scantlebury, K. (2010). Coplanning meetings: Important sites for shaping teacher practice and development. Presented at AERA, Denver, CO. Retrieved from AERA Online Paper Repository.
  • Gibson, M. (2016). Social worker shame: A scoping review: British Journal of Social Work, 46(2), 549–565. doi: 10.1093/bjsw/bcu140.
  • Gimbert, B. (2000). Interns’ lived experience of mentor teacher supervision in a PDS context. Presented at AERA, New Orleans, LA. Retrieved from AERA Online Paper Repository.
  • Glazier, J. A., Boyd, A., Bell Hughes, K., Able, H., & Mallous, R. (2017). The elusive search for teacher collaboration. The New Educator, 13(1), 3–21. doi: 10.1080/1547688X.2016.1144841
  • Goodnough, K., Osmond, P., Dibbon, D., Glassman, M., & Stevens, K. (2009). Exploring a triad model of student teaching: Pre-service teacher and cooperating teacher perceptions. Teaching and Teacher Education, 25(2), 285–296. doi: 10.1016/j.tate.2008.10.003
  • Grant, C. A., & Zwier, E. (2011). Intersectionality and student outcomes: Sharpening the struggle against racism, sexism, classism, ableism, heterosexism, nationalism, and linguistic, religious, and geographical discrimination in teaching and learning. Multicultural Perspectives, 13(4), 181–188. doi: 10.1080/15210960.2011.616813
  • Grothe, K. (2013). Dynamics of the relationship between student teachers and master teachers within the co-teaching model (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database. (ED542506)
  • Gu, Q. (2018). (Re)conceptualising teacher resilience: A social-ecological approach to understanding teachers’ professional worlds. In Resilience in Education (pp. 13–33). Cham: Springer.
  • Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105–117). Thousand Oaks, CA: Sage.
  • Gut, D., & Beam, P. (2015). Peer coaching in a co-teaching mentoring model. In A. A. Howleg & M. B. Trube (Eds.), Mentoring for the professions: Orienting toward the future (pp. 87–109). Charlotte, NC: Information Age Publishing.
  • Habowski, T. (2012). Improving technological pedagogical content knowledge development among pre-service science teachers (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database. (3540683)
  • Harris, P., Pollingue, A., Hearrington, D., & Holmes, A. (2014). Effects of training on pre-service special educators’ abilities to co-teach math vocabulary in preparation for inclusion settings. Journal of the International Association of Special Education, 15(2), 94–99.
  • Heck, T. W. (2012). Coteaching in student teaching: An NCATE (National Council for Accreditation of Teacher Education) promising practice. Presented at AERA, Vancouver, BC, Canada. Retrieved from AERA Online Paper Repository.
  • Heck, T. W., Bacharach, N., & Dahlberg, K. (2008). Co-teaching: Enhancing the student teaching experience. In Eighth Annual International Business and Economics Research & College Teaching and Learning Conference Proceedings.
  • Hildenbrand, S. (2009). Designing effective experiences for preservice inclusion teachers for co-teaching: An action research study (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database. (Document ID 3367263)
  • Howerter, C. (2013). An analysis of co-teaching instruction provided in teacher education and inservice training for special education and general education teachers (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database. (3590412)
  • Hudson, P. (2014). Understanding preservice teachers’ development of pedagogical knowledge practices when co-teaching primary science to peers. Journal of Science and Mathematics Education in Southeast Asia, 37(1), 44–66. ERIC Number: EJ1051092
  • Johnson, B. (2003). Teacher collaboration: Good for some, not so good for others. Educational Studies, 29(4), 337–350. doi: 10.1080/0305569032000159651
  • Johnson, T., Maring, G., Doty, J., & Fickle, M. (2006). Cybermentoring: Evolving high-end video conferencing practices to support preservice teacher training. Journal of Interactive Online Learning, 5(1), 59–74.
  • Jones, M., & Eick, C. (2007). Providing bottom-up support to middle school science teachers’ reform efforts in using inquiry-based kits. Journal of Science Teacher Education, 18(6), 913–934. doi: 10.1007/s10972-007-9069-0
  • Juck, M. (2006). Exploring how coteaching impacted beginning teachers’ agency (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database (1435858)
  • Kamens, M. (2007). Learning about co-teaching: A collaborative student teaching experience for preservice teachers. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 30(3), 155–166. doi: 10.1177/088840640703000304
  • Kea, C. D., Trent, S. C., & Davis, C. P. (2002). African American student teachers’ perceptions about preparedness to teach students from culturally and linguistically diverse backgrounds. Multicultural Perspectives, 4(1), 18–25. doi: 10.1207/S15327892MCP0401_4
  • Kena, G., Hussar, W., McFarland, J., de Brey, C., Musu-Gillette, L., Wang, X., … Dunlop Velez, E. (2016). The Condition of Education 2016 (NCES 2016-144). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubsearch.
  • Kerin, M., & Murphy, C. (2015). Exploring the impact of coteaching on pre-service music teachers. Asia-Pacific Journal of Teacher Education, 43(4), 309–323. doi: 10.1080/1359866X.2015.1060293
  • Kerry-Moran, K. J. (2014). Sharing the stage with coteaching sage: A qualitative study of preservice teachers’ perceptions of effective coteaching in higher education. Presented at AERA, Philadelphia, PA. Retrieved from AERA Online Paper Repository.
  • King-McKenzie, E., M., Delacruz, S., Bantwini, B., & Bogan, B. (2013). Pre-service teachers’ perceptions of co-teaching of professional development school teachers and university faculty. School-University Partnerships, 6, 64–77. Retrieved from http://hdl.handle.net/20.500.11910/2457
  • Koziol Jr., S. M., & Burns, P. (1986). Teachers’ accuracy in self-reporting about instructional practices using a focused self-report inventory. The Journal of Educational Research, 79(4), 205–209. doi: 10.1080/00220671.1986.10885678
  • Koro-Ljungberg, M., Yendol-Hoppey, D., Smith, J. J., & Hayes, S. B. (2009). (E)pistemological awareness, instantiation of methods, and uninformed methodological ambiguity in qualitative research projects. Educational Researcher, 38(9), 687–699. doi: 10.3102/0013189X09351980
  • Kotch-Jester, S. (2014). Learning to teach: Examining the benefits and challenges of coteaching during student teaching (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database. (3642323)
  • Kroeger, S., Embury, D., Cooper, A., Brydon-Miller, M., Laine, C., & Johnson, H. (2012). Stone soup: Using co-teaching and photovoice to support inclusive education. Educational Action Research, 20(2), 183–200. doi: 10.1080/09650792.2012.676285
  • Landers, A. L., McLuckie, A., Cann, R., Shapiro, V., Visintini, S., MacLaurin, B., … Carrey, N. J. (2018). A scoping review of evidence-based interventions available to parents of maltreated children ages 0-5 involved with child welfare services. Child Abuse & Neglect, 76, 546–560. doi: 10.1016/j.chiabu.2017.09.012
  • Larson, W. C., & Goebel, A. (2008). Putting theory into practice: A professional development school/university co-teaching project. Journal of the Scholarship of Teaching and Learning, 8(2), 52–61. ERIC Number: EJ854843
  • Maaranen, K., & Jyrhämä, R. (2012). Experiences of co-teaching in elementary student teachers’ supervised teaching practice. Presented at AERA, New Orleans, LA. Retrieved from AERA Online Paper Repository.
  • Maddas, R. (2014). Co-teaching as a teacher preparation model: A qualitative study of cooperating teachers’ perceptions (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database. (3665897).
  • Manzey, C. (2010). Exploring the role of a coteaching model of student teaching in supporting learning to teach inquiry science (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database. (3438924)
  • McHatton, P., & Daniel, P. (2008). Co-teaching at the pre-service level: Special education majors collaborate with English education majors. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 31(2), 118–131. doi: 10.1177/088840640803100205
  • Mensah, F. (2011). A case for culturally relevant teaching in science education and lessons learned for teacher education. Journal of Negro Education, 80(3), 296–309.
  • Merk, H., Waggoner, J., & Carroll, J. (2013). Co-learning: Maximizing learning in clinical experiences. AILACTE Journal, 10(1), 79–95. ERIC Number: EJ1015982
  • Merk, H., Waggoner, J., Carroll, J., Weitzel, B., & Watzke, J. (2012). Facilitating cooperating teachers and candidates understandings of teaching and learning using the coteaching model. Presented at AERA, Vancouver, BC, Canada. Retrieved from AERA Online Paper Repository.
  • Meyers-Wagner, K. (2015). Transforming teacher preparation: A collective case study of cooperating teachers and teacher candidates in the co-teaching model of student teaching (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database. (3662821)
  • Milne, C., Scantlebury, K., Blonstein, J., & Gleason, S. (2011). Coteaching and disturbances: Building a better system for learning to teach science. Research in Science Education, 41(3), 413–440. doi: 10.1007/s11165-010-9172-7
  • Murphy, C., Beggs, J., Carlisle, K., & Greenwood, J. (2004). Students as “catalysts” in the classroom: The impact of co-teaching between science student teachers and primary classroom teachers on children’s enjoyment and learning of science. International Journal of Science Education, 26(8), 1023–1035. doi: 10.1080/1468181032000158381
  • Murphy, C., McCullough, J., & Doherty, A. (2014). Piloting a coteaching model in preservice teacher education. Paper presented at the American Education Research Association (AERA), Philadelphia, PA. Retrieved from AERA Online Paper Repository.
  • Murphy, C., Scantlebury, K., & Milne, C. (2015). Using Vygotsky’s zone of proximal development to propose and test an explanatory model for conceptualizing coteaching in pre-service science teacher education. Asia-Pacific Journal of Teacher Education, 43(4), 281–295. doi: 10.1080/1359866X.2015.1060291
  • O’Brien, B. C., Harris, I. B., Beckman, T. J., Reed, D. A., & Cook, D. A. (2014). Standards for reporting qualitative research: A synthesis of recommendations. Academic Medicine, 89(9), 1245–1251. doi: 10.1097/ACM.0000000000000388
  • O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95. doi: 10.1016/j.iheduc.2015.02.002
  • Ostovar-Nameghi, S. A., & Sheikhahmadi, M. (2016). From teacher isolation to teacher collaboration: Theoretical perspectives and empirical findings. English Language Teaching, 9(5), 197–205. doi: 10.5539/elt.v9n5p197
  • Parker, A., McHatton, P., Allsopp, D., & Allen, D. (2011). Preparing elementary and special education preservice teachers for co-teaching in inclusive classrooms. Paper presented at the American Education Research Association (AERA), New Orleans, LA. Retrieved from AERA Online Paper Repository.
  • Parker, A., McHatton, P., Dias, L. R., & Allen, D. (2010). Fostering collaboration: Elementary and special education preservice teachers’ perceptions of coteaching. Paper presented at the American Education Research Association (AERA), Denver, CO. Retrieved from AERA Online Paper Repository.
  • Ramos-Beban, N., & Holmberg, C. (2014). Changing the experience of clinical practice: Implementing a coteaching program for preservice high school teachers. Paper presented at the American Education Research Association (AERA), Philadelphia, PA. Retrieved from AERA Online Paper Repository.
  • Reeves, P. M., Pun, W. H., & Chung, K. S. (2017). Influence of teacher collaboration on job satisfaction and student achievement. Teaching and Teacher Education, 67, 227–236. doi: 10.1016/j.tate.2017.06.016
  • Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866. doi: 10.1111/1467-9620.00181
  • Roth, W., & Tobin, K. (2002). At the elbow of another: Learning to teach by coteaching. New York, NY: Peter Lang.
  • Roth, W., Tobin, K., Zimmermann, A., Bryant, N., & Davis, C. (2002). Lessons on and from the dihybrid cross: An activity-theoretical study of learning in coteaching. Journal of Research in Science Teaching, 39(3), 253–282. doi: 10.1002/tea.10018
  • Ruben, B., Rigelman, N., & McParker, M. (2016). Analysis of stakeholder perceptions of a clinical model involving co-teaching and extended-field experiences in an inclusive middle-grades setting. RMLE Online, 39(6), 1–18. doi: 10.1080/19404476.2016.1171571
  • Rueda, R., & Stillman, J. (2012). The 21st century teacher: A cultural perspective. Journal of Teacher Education, 63(4), 245–253. doi: 10.1177/0022487112446511
  • Scantlebury, K., Gallo-Fox, J., & Wassell, B. (2008). Coteaching as a model for preservice secondary science teacher education. Teaching and Teacher Education, 24(4), 967–981. doi: 10.1016/j.tate.2007.10.008
  • Schiff, J. (2015). Co-planning and co-teaching in an early childhood licensure program (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database LLC. (AAI3732382)
  • Sehgal, P., Nambudiri, R., & Mishra, S. K. (2017). Teacher effectiveness through self-efficacy, collaboration and principal leadership. International Journal of Educational Management, 31(4), 505–517. doi: 10.1108/IJEM-05-2016-0090
  • Shamberger, C. (2011). Early career teachers’ perceptions of their preparation for and initial experiences in co-taught classrooms (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database. (3418838)
  • Silverman, K., Hong, S., & Trepanier-Street, M. (2010). Collaboration of teacher education and child disability health care: Transdisciplinary approach to inclusive practice for early childhood pre-service teachers. Early Childhood Education Journal, 37(6), 461–468. doi: 10.1007/s10643-010-0373-5
  • Siry, C. (2009). Fostering solidarity and transforming identities: A collaborative approach to elementary science teacher education (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database. (3378974)
  • Siry, C. (2011). Emphasizing collaborative practices in learning to teach: Coteaching and cogenerative dialogue in a field-based methods course. Teaching Education, 22(1), 91–101. doi: 10.1080/10476210.2010.520699
  • Siry, C., & Lara, J. (2012). “I didn’t know water could be so messy”: Coteaching in elementary teacher education and the production of identity for a new teacher of science. Cultural Studies of Science Education, 7(1), 1–30. doi: 10.1007/s11422-011-9339-1
  • Siry, C., & Zawatski, E. (2011). “Working with” as a methodological stance: Collaborating with students in teaching, writing, and research. International Journal of Qualitative Studies in Education, 24(3), 343–361. doi: 10.1080/09518398.2010.539581
  • Siuty, M. B. (2019). Teacher preparation as interruption or disruption? Understanding identity (re) constitution for critical inclusion. Teaching and Teacher Education, 81, 38–49. doi: 10.1016/j.tate.2019.02.008
  • Skerrett, A. (2011). English teachers' racial literacy knowledge and practice. Race Ethnicity and Education, 14(3), 313–330. doi: 10.1080/13613324.2010.543391
  • Smyth, J. (1992). Teachers’ work and the politics of reflection. American Educational Research Journal, 29(2), 267–300. doi: 10.3102/00028312029002268
  • Soslau, E., & Gallo-Fox, J. (2015). Opportunities for learning in a co-teaching model: Implications for university-based field instructors. Presented at AERA, Chicago, IL. Retrieved from AERA Online Paper Repository.
  • Soslau, E., Gallo-Fox, J., & Scantlebury, K. (2018). The promises and realities of implementing a coteaching model of student teaching. Journal of Teacher Education, 70(3), 265–279. doi: 10.1177/0022487117750126
  • Souto-Manning, M. (2019). Toward praxically-just transformations: Interrupting racism in teacher education. Journal of Education for Teaching, 45(1), 97–17. doi: 10.1080/02607476.2019.1550608
  • Stang, K., & Lyons, B. (2008). Effects of modeling collaborative teaching for pre-service teachers. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 31(3), 182–194. doi: 10.1177/0888406408330632
  • Stewart, F. (2005). Facilitating cooperative teaching practices in inclusive settings: A quantitative and qualitative study of pre-service teachers’ perceptions (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database. (3210475)
  • Strieker, T., Gillis, B., & Zong, G. (2013). Improving pre-service middle school teachers’ confidence, competence, and commitment to co-teaching in inclusive classrooms. Teacher Education Quarterly, 40(4), 159–180.
  • Strong, J. (2018). Qualities of effective teachers (3rd ed.). Alexandria, VA: ASCD.
  • Suters, L., Kershaw, C., Kronick, B., & Melear, C. (2002). Curricular innovations: Findings from a Title II teacher quality enhancement grant. Paper presented at the Mid-South Educational Research Association, Chattanooga, TN. Retrieved from https://files.eric.ed.gov/fulltext/ED477520.pdf
  • Tanghe, S., & Park, G. (2016). “Build[ing] something which alone we could not have done”: International collaborative teaching and learning in language teacher education. System, 57, 1–13. doi: 10.1016/j.system.2016.01.002
  • Thomas, J., Brunton, J., & Graziosi, S. (2010). EPPI-Reviewer 4: Software for research synthesis. EPPI-Centre Software. London: UCL Institute of Education.
  • Titus, N., & Badiali, B. J. (2014). Colearning: Together through a coteaching partnership. Presented at AERA, Philadelphia, PA. Retrieved from AERA Online Paper Repository.
  • Tobin, K. (2006). Learning to teach through coteaching and cogenerative dialogue. Teaching Education, 17(2), 133–142. doi: 10.1080/10476210600680358
  • Tobin, K., & Roth, W. M. (2006). Teaching to learn: A view from the field (Vol. 4). Boston, MA: Sense Publishers.
  • Tobin, K., Roth, W., & Zimmermann, A. (2001). Learning to teach science in urban schools. Journal of Research in Science Teaching, 38(8), 941–964. doi: 10.1002/tea.1040
  • Utley, B. L. (2012). Facilitating teacher candidates’ understanding of inclusive education through coteaching in field experience. Paper presented at AREA, Vancouver, BC. Retrieved from AERA Online Paper Repository.
  • Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40. doi: 10.1016/j.edurev.2015.04.002
  • Van Laarhoven, T. R., Munk, D. D., Lynch, K., Bosma, J., & Rouse, J. (2007). A model for preparing special and general education preservice teachers for inclusive education. Journal of Teacher Education, 58(5), 440–455. doi: 10.1177/0022487107306803
  • Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. doi: 10.1016/j.tate.2007.01.004
  • Walker-Knight, D. G. (2000). Collaboration and co-teaching among interns at a professional development school (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database. (9990652)
  • Wassell, B., & LaVan, S. K. (2009). Tough transitions? Mediating beginning urban teachers' practices through coteaching. Cultural Studies of Science Education, 4(2), 409–432. doi: 10.1007/s11422-008-9151-8
  • Weilbacher, G., & Tilford, K. (2015). Co-teaching in a year-long professional development school. School-University Partnerships, 8, 37–48. ERIC Number: EJ106472
  • Weinberg, A. E. (2013). Computational thinking: An investigation of the existing scholarship and research. (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database.
  • Weinberg, A. E., & Sample McMeeking, L. B. (2017). Toward meaningful interdisciplinary education: High school teachers’ views of mathematics and science integration. School Science and Mathematics, 117(5), 204–213. doi: 10.1111/ssm.12224
  • Weiss, M. P., Pellegrino, A., Regan, K., & Mann, L. (2015). Beyond the blind date: Collaborative course development and co-teaching by teacher educators. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 38(2), 88–104. doi: 10.1177/0888406414548599
  • Wolffensperger, Y., & Patkin, D. (2013). Self-assessment of self-assessment in a process of co-teaching. Assessment & Evaluation in Higher Education, 38, 16–33. doi: 10.1080/02602938.2011.596925
  • Yopp, R. H., Ellis, M. W., Bonsangue, M. V., Duarte, T., & Meza, S. (2014). Piloting a co-teaching model for mathematics teacher preparation: Learning to teach together. Issues in Teacher Education, 23, 91–111. ERIC Number: EJ1045811
  • Young, K. K., & Talanquer, V. (2013). Effect of different types of small-group activities on students' conversations. Journal of Chemical Education, 90(9), 1123–1129. doi: 10.1021/ed400049a
  • Zartman, K. (2015). Understanding co-teaching and related self-efficacy development in student teachers who co-teach (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database. (10062885)
  • Zbacnik, A. J. (2015). Co-teaching in higher education: Effects on pre-service educators' academic growth and attitudes towards inclusion in special education (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database Dissertations & Theses Global. (3734323).
  • Zhao, Y. (2018). The changing context of teaching and implications for teacher education. Peabody Journal of Education, 98(3), 295–308. doi: 10.1080/0161956X.2018.1449896

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.