Abstract
For over 6 years, the University of Delaware’s Secondary Science Education program has employed coteaching as the model for student teaching. This chapter examines how the first-year teachers adjusted to teaching after engaging in coteaching during their student-teaching experience. Using the follow-up interviews and video data, the first-year teachers discussed what they had learnt through coteaching and how they utilized that knowledge in their first teaching positions. Many of the teachers were expected to engage in collaborative planning and professional dialogues with peers and colleagues. When these professional communities were unavailable or non-existent through formal channels, the first-year teachers established their own networks and support systems.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsNotes
- 1.
These are self-chosen pseudonyms for the first-year teachers.
- 2.
The curriculum in Advanced Placement courses is equivalent to that of a first-year college/university course.
- 3.
In areas of ‘high need’, such as science, school district can hire new teachers without a teaching certification or any education coursework. The teacher agrees to an alternative route to teaching certification, which requires them to take education courses while teaching full-time. They do not complete a student-teaching experience.
- 4.
TAM teachers typically work with students’ who have special learning needs.
References
Adams, P. & Krockover, G. (1997). Concerns and perceptions of beginning secondary science and mathematics teachers. Science Education, 81(1), 29–50.
Baynes, G. (2008). Cogenerative dialogues. In K. Tobin & W.-M. Roth (Eds.), World of science education: North America (pp. 513–528). The Netherlands: Sense Publishers.
Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). New York: Greenwood.
Bourdieu, P. & Wacquant, L. (1992). An invitation to reflexive sociology. Chicago: The University of Chicago Press.
Britzman, D. P. (2003). Practice makes practice. Albany, NY: State University of New York Press.
Clift, R. T. & Brady, P. (2005). Research on methods courses and field experiences. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education: The report of the AERA Panel on research and teacher education (pp. 309–424). Mahwah, NJ: Lawrence Erlbaum Associates.
Gilmer, P. & Cirillo, J. (2007). Using cogenerative dialogue with undergraduate biochemistry students to improve learning environment. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans LA.
Grossman, P., Valencia, S., Evans, K., Thompson, C., Martin, S., & Place, N. (2000). Transitions into teaching: Learning to teach writing in teacher education and beyond. Washington, DC: National Research Center on English Learning and Achievement, Office of Educational Research and Improvement (ED).
Guyton, E. & McIntyre, D. J. (1990). Student teaching and school experiences. In R. W. Houston (Ed.), Handbook of research on teacher education (pp. 514–534). New York: MacWilliams.
HyperRESEARCH™ (2005). Randolph, MA: ResearchWare.
Kagan, D. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129–169.
Luft, J. (2007). Minding the gap: Needed research on beginning/newly qualified science teachers. Journal of Research in Science Teaching, 55, 532–537.
Martin, S. (2006). Where practice and theory intersect in the chemistry classroom: Using cogenerative dialogue to identify the critical point in science education. Cultural Studies of Science Education, 1(4), 693–720.
Martin, S., & Scantlebury, K. (2009). More than a conversation: Using cogenerative dialogues in the professional development of high school chemistry teachers. Educational Assessment, Evaluation and Accountability, 21(2), 119–136
Meister, D. & Jenks, C. (2000). Making the transition from preservice to inservice teaching: Beginning teachers’ reflections. Action in Teacher Education, 22(3), 1–11.
Roth, W. & Tobin, K. (2002). At the elbow of another: Learning to teach by coteaching. New York: Peter Lang.
Roth, W. & Tobin, K. (2005). Coteaching: From praxis to theory. In W. M. Roth & K. Tobin (Eds.), Teaching together, learning together (pp. 5–26). New York: Peter Lang.
Scantlebury, K. (2005). Gender issues in coteaching. In W.-M. Roth & K. Tobin (Eds.), Teaching, together, learning together (pp. 233–248). New York: Peter Lang.
Scantlebury, K., Gallo-Fox, J., & Wassell, B. (2008). Coteaching as a model for preservice secondary science teacher education. Teaching and Teacher Education, 24, 967–981.
Sewell, W. H. (1992). A theory of structure: Duality, agency and transformation. American Journal of Sociology, 98, 1–29.
Stake, R. (2000). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 435–454). Thousand Oaks, CA: Sage.
Strauss, A. & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Newbury Park, CA: Sage.
Tobin, K. & Roth, W. (2005). Coteaching/cogenerative dialoguing in an urban science teacher preparation program. In W. M. Roth & K. Tobin (Eds.), Teaching together, learning together (pp. 60–77). New York: Peter Lang.
Tobin, K. & Roth, W.-M. (2006). Teaching to learn: Perspectives from the field. Rotterdam, The Netherlands: Sense Publishers.
Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143–178.
Wassell, B. & Stith, I. (2007). Infinite potential: Becoming an urban physics and mathematics teacher. Dordrecht, The Netherlands: Springer.
Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of research on learning teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68(2), 130–178.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Juck, M., Scantlebury, K., Gallo-Fox, J. (2010). Now It’s Time to Go Solo. 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_12
Download citation
DOI: https://doi.org/10.1007/978-90-481-3707-7_12
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)