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Coteaching in Teacher Education

Coteaching in Teacher Education

Colette Murphy | Ian Menter


Additional Information


This book provides a concise and comprehensive overview of the practice of coteaching, including its benefits and educational and social implications. Coteaching plays an important role in enhancing the experience and effectiveness of pre-service and in-service teachers during school experience at a time when teacher retention rates are a concern both nationally and internationally. Traditional practice in school experience, generally comprising observation followed by complete take-over of classes, has not altered in more than a century, despite significant changes in the role of the teacher, the needs of students, the learning environment and the functioning of schools. Coteaching provides a pedagogy which supports pre-service teachers more actively and promotes teacher professional development, as they work together in co-planning, co-practice and co-evaluating lessons during school-based experience. 

Co-teaching in Teacher Education is part of the successful Critical Guides for Teacher Educators series edited by Ian Menter.

The text offers a valuable overview of how to work with new practitioners and support their practice with a coteaching approach. It clearly defines what coteaching is, what coteaching looks like within the classroom context and how it differs from other forms of collaborative teaching, and the theoretical basis of coteaching. It offers a wide range of tested and helpful solutions to work with others and developing trainees’ in practice, and is underpinned by detailed research. It offers a clear advice and guidance and useful models of practice which can be used in a range of contexts. A very thought provoking and insightful read, which really changes your thinking about how you can approach school-based teacher training and vary the activities, strategies and techniques you use to make the most of your trainees’ talents. Succinct and very clear.

Lizana Oberholzer, NASBTT

Colette Murphy is a professor of science and mathematics education at the School of Education, Trinity College, Dublin. She has been a teacher educator for more than 25 years and has published two books and many articles on improving the experience of pre-service teachers in schools. Her research centres on science learning and teaching at all levels, and she is well known for her work on coteaching in initial teacher education.

Ian Menter (AcSS) is Professor of Teacher Education and Director of Professional Programmes in the Department of Education at the University of Oxford.  He previously worked at the Universities of Glasgow, the West of Scotland, London Metropolitan, the West of England and Gloucestershire.  Before that he was a primary school teacher in Bristol, England.  His most recent publications include A Literature Review on Teacher Education for the 21st Century (Scottish Government) and A Guide to Practitioner Research in Education (Sage).  His work has also been published in many academic journals.

Table of Contents

Section Title Page Action Price
Cover Cover 1
Half-title i
Series information ii
Title page iii
Copyright information iv
Table of contents v
Acknowledgments vi
Foreword vii
Foreword ix
Chapter 1 What is coteaching? 1
Introduction 1
The nature of coteaching 3
The development of coteaching in teacher education 3
Coteaching in the classroom 6
One coteacher leading, the other assisting 7
One coteacher leading, the other observing 7
Coteachers working separately with small groups 8
One coteacher leading, the other guiding 8
Coteachers teaching together 8
Comparing coteaching and other collaborative teaching models 8
Team teaching 9
Lesson study 10
Co-teaching and coteaching 10
Chapter 2 What is the theoretical basis of coteaching? 13
Introduction 13
Section 1: Sparking learning between coteachers – the dramatic collision 13
Section 2: Sharing learning – the zone of proximal development 15
The ZPD in coteaching 15
Interaction between real and ideal form 16
Buds of development 17
Imitation 17
Unity of affect and intellect 18
Regression/recursion 18
Structured reflection 19
Section 3: Developing from early days to experienced coteaching 20
Chapter 3 How does coteaching work in practice? 23
Introduction 23
Coteaching in different school settings 24
Coteaching in ITE 25
Mutual development of teaching skills through coteaching 25
Development of PST confidence through coteaching 26
Frequently asked questions about coteaching 27
Question 1. Are PSTs assessed on coteaching? 27
Question 2. Can coteaching risk the PST picking up poor practice? 28
Question 3. What if IST and PST do not get on? 29
Question 4. Is it extra work for ISTs? 30
Chapter 4 Preparing for and implementing coteaching 32
Preparation for coteaching 32
Induction 33
Supported coplanning and coreflection 33
Implementing coteaching in school 34
Coplanning 34
Copractice 35
Coreflection 38
Chapter 5 Coteaching as continuing professional development 41
Evaluating coteaching as effective CPD 41
1. Active participation 41
2. Focus on specific teacher/student needs 42
3. Linking theory, research and practice 42
4. Working together 43
5. Co-presentation of work 44
6. Reflection 44
7. Long-term issues: sustainability 45
Coteaching professional development (CoPD) 46
Optimising coteaching as CPD 48
Coteaching activity settings 48
CPD elements of coteaching 49
Intersubjectivity 50
Chapter 6 What are the outcomes of coteaching? 52
Introduction 52
Coteaching outcomes for PSTs 52
Coteaching outcomes for ISTs 56
Coteaching outcomes for pupils 56
Broader outcomes of coteaching 59
Chapter 7 How can coteaching support twenty-first century pedagogy? 61
Introduction 61
Twenty-first century pedagogy 61
Learner skills for the twenty-first century 63
Coteaching as support for twenty-first century skills 63
Coteaching as support for twenty-first century pedagogy 65
Twenty-first century approach to conceptual learning and its assessment 65
The importance of dialogue 66
Critical thinking and collaborative problem solving 66
Teaching the unknown 66
Conclusion 66
References 72
Appendix 1: Exemplar coteaching code of practice for PSTs and ISTs 68
Appendix 2: Possible coteaching scenarios 69
Appendix 3: Reflection in coteaching: an adaptation of Larivee’s (2008) levels 70
Appendix 4: Coreflection, one cycle: adapted from Lampert-Shepel (1999) 71
Index 77