Universities are challenged continuously in reviews to improve teacher education, which includes
providing substantial theory-practice connections for undergraduates. This study investigated secondyear
preservice teachers’ (n=48) self-reported learning as a result of co-teaching primary science to
their peers within the university setting. From extended written responses and observations of teaching
practice, data indicated learning around the following themes: lesson implementation, content
knowledge, teaching strategies, confidence to teach, questioning skills, grade appropriateness of
content, time management, and how to critically observe co-teaching. The co-teaching episodes within
the university setting were emphasised as a way to build confidence and as development of plausible
science lessons for implementation in authentic primary classrooms. Co-teaching primary science to
peers scaffolds the development of teaching skills and practices through dual roles as both teachers
and student recipients.
Birincil Dil | İngilizce |
---|---|
Bölüm | Makaleler |
Yazarlar | |
Yayımlanma Tarihi | 22 Aralık 2016 |
Yayımlandığı Sayı | Yıl 2016 Cilt: 1 Sayı: 2 |