Teacher Candidates’ Learning Gains: The Tale of Two Co-Teachers

Authors

Hillary MerkFollow
Melanie Betz
Colleen O' Mara

Abstract

Co-teaching during the student teaching experience has been given increased attention among researchers and teacher educators. Co-teaching facilitates an apprenticeship arrangement that encourages modeling of classroom practice for the candidate and provides a chance to implement directly what is being learned. This qualitative study explored teacher candidates’ learning gains using the co-teaching model for student teaching. Teacher candidates were able to see more clearly the dynamics of how a classroom works and the process by which teachers plan lessons, implement curriculum, and manage the many duties of a classroom teacher.

Author Biography

Dr. Hillary Merk is an Assistant Professor in the School of Education at the University of Portland, in Portland, OR. She received her Ph.D. in Education with an emphasis in classroom management and diversity, and a specialization in Cultural Studies and Social Thought in Education from Washington State University in Pullman, WA. She researches in the area of classroom management, diversity, cyberbullying, co-teaching, and teacher education.;Melanie Betz is an undergraduate student and is completing her B.A. in Early Childhood and Elementary Education. Melanie will receive her K-8 teaching license in May 2012. Melanie is currently student teaching in a kindergarten classroom.;Colleen O’Mara is a graduate student and is completing her Master of Arts in Teaching degree in Elementary Education. Colleen will receive her K-8 teaching license in May 2012. Colleen is completing her advanced student teaching in a first grade classroom.

Recommended Citation

Merk, Hillary; Betz, Melanie; and O' Mara, Colleen (2015) "Teacher Candidates’ Learning Gains: The Tale of Two Co-Teachers," Networks: An Online Journal for Teacher Research: Vol. 17: Iss. 2. https://doi.org/10.4148/2470-6353.1028