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

Year 2016, Volume: 1 Issue: 2, 34 - 48, 22.12.2016

Peter Hudson Shaun Nykvist Michelle Mukherjee

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

Abstract

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.

Keywords

Praxis, preservice teachers, theory and practice

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