Coteaching has been proposed as an apprenticeship model of student teaching that helps candidates maximize their learning through high levels of collaboration with their partnering classroom teachers. Yet, what this collaboration looks like and how it supports candidates is poorly understood. Understanding collaborations between candidates and their teachers would help teacher educators design more effective programs. In this study, two preservice science candidates with their mentor teachers implemented a coteaching model that included professional development for mentor teachers, peripheral participation for candidates, co-planning and co-reflection, and the continued teaching presence of mentors in the classroom.
Using a case study approach, data collected included audio recordings of conversations and video recordings of classroom teaching. Conversations and enactments were analyzed using ratings for interactions, contributions, and science inquiry elements. Interviews with candidates and mentors were analyzed using ratings for perceptions of support and professional development.
Findings indicate candidates and mentors used seven distinct conversation patterns depending on the purpose of the conversation and each conversation type was supported by specific features of this coteaching model. In addition, the model appears to have supported candidates' beginning inquiry teaching. When teachers modeled inquiry, candidates attempted to use inquiry elements themselves. Because mentors maintained an active teaching presence, candidates were able to practice reflective thinking and adaptation skills with experienced teachers, see inquiry strategies modeled and immediately practice these strategies while their mentors assisted as needed. Overall, candidates reported feeling high levels of support from their mentors, while mentors felt professional development was necessary to implement coteaching.
Implications for teacher education are that programs must provide opportunities for candidates to engage in collaborative conversations with partnering teachers, opportunities for mentors to model and candidates to teach and reflect on inquiry strategies, and opportunities for mentors to think deeply on their own teaching. However, this will mean teacher educators need to address professional development for these partner teachers. When coteaching experiences are well-designed, teacher educators could consider coteaching as an approach to make student teaching a more educational experience.