Abstract
Coteaching is two or more teachers teaching together, sharing responsibility for meeting the learning needs of students and, at the same time, learning from each other. Coteachers plan, teach and evaluate lessons together, working as collaborators on every aspect of instruction. Over the past decade, coteaching has become an increasingly important element of science teacher education and it is expanding into other content areas and educational settings as a result of research, which has shown that it can be highly beneficial to both students and teachers. Indeed, two chapter authors of this volume (Karen Kerr and Matthew Juck) acted as student teacher coteachers during their preservice teacher education programmes. Kerr, from Northern Ireland, taught for 2 years and then completed her Ph.D. in primary science education. She is now working as a postdoctoral research fellow on coteaching.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bayne, G. (2009). Cogenerative dialogues: The creation of interstitial culture in the New York metroplis. In W.-M. Roth & K. Tobin (Eds.), World of science education: North America (pp. 513–527). The Netherlands: Sense Publishers.
Eick, C. J. & Dias, M. (2005). Building the authority of experience in communities of practice: The development of preservice teachers’ practical knowledge through coteaching in inquiry classrooms. Science Education , 89, 470–491.
Eick, C. J. & Ware, F. (2005). Coteaching in a science methods course: An apprenticeship model for early induction to the secondary classroom. In W.-M. Roth & K. Tobin (Eds.), Teaching together, learning together (pp. 187–286). New York: Peter Lang.
Gleason, S., Fennemore, M., & Scantlebury, K. (2006). Choreographing teaching: Coteaching with special education/inclusion teachers in science classrooms. In K. Tobin (Ed.), Teaching and learning science: A handbook (pp. 235–238). New York: Praeger.
Martin, S. (2009). Learning to teach science. In K. Tobin & W.-M. Roth (Eds.), World of science education: North America (pp. 567–586). The Netherlands: Sense Publishers.
Murphy, C. & Beggs, J. (2005). Coteaching as an approach to enhance science learning and teaching in primary schools. In W.-M. Roth & K. Tobin (Eds.), Teaching together, learning together (pp. 207–231). New York: Peter Lang.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Murphy, C., Scantlebury, K. (2010). Introduction to Coteaching. In: Murphy, C., Scantlebury, K. (eds) Coteaching in International Contexts. Cultural Studies of Science Education, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3707-7_1
Download citation
DOI: https://doi.org/10.1007/978-90-481-3707-7_1
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-3706-0
Online ISBN: 978-90-481-3707-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)