Coteaching in early childhood clinical field experiences: a cross-case study of learning affordances

References

• Bacharach, N., Heck, T. W., & Dahlberg, K. (2010). Changing the face of student teaching through co-teaching. Action in Teacher Education, 32(1), 3–14.
   Google Scholar
• Baeten, M., & Simons, S. (2016). Student teachers’ team teaching: How do learners in the classroom experience team-taught lessons by student teachers? Journal of Education for Teaching, 42(1), 93–105.
   Web of Science ®Google Scholar
• Berke, K., Heroman, C., Tabors, P. O., Bickart, T., & Burts, I. (2010). Teaching strategies GOLD® assessment system. Bethesda, MD: Teaching Strategies, LLC.
   Google Scholar
• Britzman, D. P. (2012). Practice makes practice: A critical study of learning to teach. Albany: State University of New York Press.
   Google Scholar
• Cook, L., & Friend, M. (1995). Co-Teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1–17.
   Web of Science ®Google Scholar
• Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, D.C.: National Association for the Education of Young Children.
   Google Scholar
• Council for the Accreditation of Educator Preparation (CAEP). (2013). CAEP accreditation standards. Washington, DC: Council for the Accreditation of Educator Preparation. Available online: http://caepnet.org/accreditation/standards/.
   Google Scholar
• Feiman-Nemser, S. (1998). Teachers as teacher educators. European Journal of Teacher Education, 21(1), 63–74.
   Google Scholar
• Friend, M. Embury, D.C., & Clarke, L. (2015)Co-teaching versus apprentice teaching: An analysis of similarities and differences. Teacher Education and Special Education. 38(2),79–87.
   Google Scholar
• Gallo-Fox, J. & Scantlebury, K. (2016). Coteaching as professional development for cooperating teachers. Teaching and Teacher Education, 60. 191–202. https://doi.org/10.1016/j.tate.2016.08.007
   Web of Science ®Google Scholar
• 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
   Web of Science ®Google Scholar
• Gardiner, W. (2010). Mentoring two student teachers: Mentors’ perceptions of peer placements. Teaching Education, 21(3), 233–246.
   Google Scholar
• Grossman, P. (2010). Learning to practice: The design of clinical experience in teacher preparation. Washington, DC: Partnership for Teacher Quality, American Association of Colleges for Teacher Education and National Education Association.
   Google Scholar
• Guise, M., Habib, M., Robbins, A., Hegg, S., Hoellwarth, C., & Stauch, N. (2016). Preconditions for success and barriers to implementation. Teacher Education Quarterly, 43(4), 55–76.
   Google Scholar
• Guise, M., Habib, M., Thiessen, K., & Robbins, A. (2017). Continuum of co-teaching implementation: Moving from traditional student teaching to co-teaching. Teaching and Teacher Education, 66, 370–382.
   Web of Science ®Google Scholar
• Guyton, E., & McIntyre, D. J. (1990). Student teaching and school experiences. In R. W. Houston (Ed.), Handbook of research on teacher education (pp. 514–534). NY: MacWilliams Publishing Co.
   Google Scholar
• Hatano, G., & Oura, Y. (2003). Commentary: Reconceptualizing school learning using insight from expertise research. Educational Researcher, 32(8), 26–29.
   Google Scholar
• Hayden, E. H., Rundell, T. D., & Smyntek-Gworek, S. (2013). Adaptive expertise: A view from the top and the ascent. Teaching Education, 24(4), 395–414.
   Google Scholar
• Heckert, J., Strieker, T., & Shaheen, M. (2013). Kennesaw State University – collaborative clinical practice. The Renaissance Group, 1(2), 83–96.
   Google Scholar
• Im, S., & Martin, S. N. (2015). Using cogenerative dialogues to improve coteaching for language learner (LL) students in an inclusion science classroom. Asia-Pacific Journal of Teacher Education. doi:10.1080/1359866X.2015.1060295
   Web of Science ®Google Scholar
• Jordan, M. E. (2016). Teaching as designing: Preparing pre-service teachers for adaptive teaching. Theory Into Practice, 55(3), 197–206.
   Web of Science ®Google Scholar
• Killion, J., & Crow, T. L. (2011). Standards for professional learning. Oxford, OH: Learning Forward.
   Google Scholar
• La Paro, K. (2016). Field experiences in the preparation of early childhood teachers. In L. J. Couse & S. L. Recchia (Eds.), Handbook of early childhood teacher education (pp. 209–223). New York, NY: Routledge.
   Google Scholar
• Lampert, M., & Granziani, F. (2009). Instructional activities as a tool for teachers’ and teacher educators’ learning. The Elementary School Journal, 109(5), 491–509.
   Web of Science ®Google Scholar
• Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture & Activity, 3(3), 149–164.
   Google Scholar
• Lave, J., & Wenger. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press. doi:10.1017/CBO9780511815355
   Google Scholar
• Little, J. W. (2002). Locating learning in teachers’ communities of practice: Opening up problems of analysis in records of everyday work. Teaching and Teacher Education, 18, 917–946.
   Web of Science ®Google Scholar
• Little, J. W. (2003). Inside teacher community: Representations of classroom practice. Teachers College Record, 105(6), 913–945.
   Web of Science ®Google Scholar
• Martin, S. (2008). What is necessary, may not be sufficient: An analysis of collaborative models for learning to teach science. World of science education: North America. The Netherlands: Sense Publishers.
   Google Scholar
• McCullagh, J., & Doherty, A. (2014). Coteaching as a methodology for developing reflective practice. Paper presentation for the British Educational Research Association Annual Conference in London, UK.
   Google Scholar
• McIntyre, D. J., Byrd, D. M., & Foxx, S. M. (1996). Field and laboratory experiences. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 171-193). New York, NY: Macmillan Library Reference.
   Google Scholar
• Miles, M. B., & Huberman, M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: SAGE.
   Google Scholar
• Murphy, C., & Beggs, J. (2010). A five-year systematic study of coteaching science in 120 primary schools. In C. Murphy & K. Scantlebury (Eds.), Coteaching in international contexts: Moving forward and broadening perspectives (pp. 11–34). New York, NY: Springer Publishing. doi:10.1007/978-90-481-3707-7_2
   Google Scholar
• 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.
   Web of Science ®Google Scholar
• National Council for Accreditation of Teacher Education (NCATE). (2010). Blue ribbon panel on clinical preparation and partnerships for improved student learning: Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Washington, D.C.: Author.
   Google Scholar
• Nilsson. (2015). Catching the moments – Coteaching to stimulate science in the preschool context. Asian Pacific Journal of Teacher Education. doi:10.1080/1359866X.2015.1060292
   Web of Science ®Google Scholar
• Nilsson, P., & van Driel, J. (2010). Teaching together and learning together – Primary science student teachers’ and their mentors’ joint teaching and learning in the primary classroom. Teaching and Teacher Education, 26, 1309–1318.
   Web of Science ®Google Scholar
• Nokes, J. D., Bullough, R. V. J., Egan, M. W., Birrell, J. R., & Hansen, J. M. (2008). The paired-placement of student teachers: An alternative to traditional placements in secondary schools. Teaching and Teacher Education, 24, 2168–2177.
   Web of Science ®Google Scholar
• Parsons, S. A., & Vaughn, M. (2016). Toward adaptability: Where to from here? Theory Into Practice, 55(3), 267–274.
   Web of Science ®Google Scholar
• Rogoff, B., Baker-Sennett, J., Lacasa, P., & Goldsmith, D. (1995). Development through participation in sociocultural activity. New Directions for Child Development, (67), 45–65.
   PubMedGoogle Scholar
• Roth, W. M., Masciotra, D., & Boyd, N. (1999). Becoming-in-the-classroom: A case study of teacher development through coteaching. Teaching and Teacher Education, 15, 771–784.
   Web of Science ®Google Scholar
• Roth, W. M., & Tobin, K. (Eds.). (2002). At the elbow of another: Learning to teach by coteaching (Vol. 204). New York, NY: Peter Lang.
   Google Scholar
• Roth, W. M., & Tobin, K. (2004). Coteaching: From praxis to theory. Teachers and Teaching: Theory and Practice, 10(2), 161–179.
   Google Scholar
• Roth, W. M., Tobin, K., Carambo, C., & Dalland, C. (2005). Coordination in coteaching: Producing alignment in real time. Science Education, 89(4), 675–702.
   Web of Science ®Google Scholar
• Scantlebury, K., Gallo-Fox, J., & Wassell, B. (2008). Coteaching as a model for preservice science teacher education. Teaching and Teacher Education, 24 (4), 967–981. doi:10.1016/j.tate.2007.10.008
   Web of Science ®Google Scholar
• Sewell, W. H. J. (1999). The concept(s) of culture. In V. E. Bonell & L. Hunt (Eds.), Beyond the cultural turn (pp. 35–61). Berkeley: University of California Press.
   Google Scholar
• Simons, M., & Baeten, M. (2016). Student teachers’ team teaching during field experiences: An evaluation by their mentors. Mentoring & Tutoring: Partnership in Learning, 24(5), 415–440.
   Web of Science ®Google Scholar
• Sorenson, P. (2014). Collaboration, dialogue and expansive learning: The use of paired and multiple placements in the school practicum. Teaching and Teacher Education, 44, 128–137.
   Web of Science ®Google Scholar
• Soslau, E. (2012). Opportunities to develop adaptive teaching expertise during supervisory conferences. Teaching and Teacher Education, 28, 768–779.
   Web of Science ®Google Scholar
• Soslau, E., Gallo-Fox, J., & Scantlebury, K. (2018). The promises and realities of implementing a coteaching model of student teaching. Journal of Teacher Education. doi: 10.1177/0022487117750126
   Web of Science ®Google Scholar
• Soslau, E., Kotch-Jester, S., Scantlebury, K., & Gleason, S. (2018). Coteachers’ huddles: Developing adaptive teaching expertise during student teaching. Teaching and Teacher Education, 73, 99–108.
   Web of Science ®Google Scholar
• Tobin, K. (2006). Learning to teach through coteaching and cogenerative dialogue. Teaching Education, 17(2), 133–142.
   Google Scholar
• Tobin, K., & Roth, W.-M. (2005a). Coteaching/cogenerative dialoguing in an urban science teacher preparation program. In W.-M. Roth & K. Tobin (Eds.), Teaching together, learning together (pp. 59–77). New York, NY: Peter Lang.
   Google Scholar
• Tobin, K., & Roth, W.-M. (2005b). Implementing coteaching/cogenerative dialoguing in an urban science teacher preparation program. School Science and Mathematics, 105, 313–322.
   Google Scholar
• Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40.
   Web of Science ®Google Scholar
• Wassell, B., & LaVan, S. K. (2009). Tough transitions? Mediating beginning urban teachers’ practices through coteaching. Cultural Studies of Science Education, 4(2), 477–484.
   Google Scholar
• Wassell, B., & Stith, I. (2007). Becoming an urban physics and math teacher: Infinite potential. Dordrecht, The Netherlands: Springer Academic Publishers.
   Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.
   Google Scholar
• Wideen, M., Mayer-Smith, J. A., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68(2), 130–178.
   Web of Science ®Google Scholar
• Willis, L., & Ritchie, S. (2010). Parents as coteachers of science and technology in a middle-school classroom. In C. Murphy & K. Scantlebury (Eds.), Coteaching in international contexts: Research and practice (pp. 281–304). London: Springer Publishing.
   Google Scholar