Self-Reported Learning from Co-Teaching Primary Science Lessons to Peers at University

Yıl 2016, Cilt: 1 Sayı: 2, 34 - 48, 22.12.2016

Peter Hudson Shaun Nykvist Michelle Mukherjee

https://doi.org/10.22596/erj2016.0102.34.48

Öz

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.

Anahtar Kelimeler

Praxis, preservice teachers, theory and practice

Kaynakça

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• Research Association, San Francisco, CA.
• American Association for the Advancement of Science. (1990). Science for all Americans: A
• project 2061 report on literacy goals in science, mathematics and technology.
• Washington, DC: Author.