Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719589
Title: Researching teacher learning : the contribution of co-teaching
Author: Ó Conaill, Neil
Awarding Body: University of Nottingham
Current Institution: University of Nottingham
Date of Award: 2017
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Abstract:
Formal placements on initial teacher education programmes focus on the students’ learning and, in some contexts, co-operating teachers are involved formally as mentors in this process. Traditionally in Ireland, the location of this research, co-operating teachers had no formal or recognized role on placement. However, recent policy changes (Teaching Council, 2011) recognize the significant contribution which co-operating teachers can make to the student on placement. In the context of this policy change, this research examines how a co-teaching model of placement promotes the learning of the student teacher and of the co-operating teacher, thereby redefining the roles assumed by both on traditional placements. Following a case study approach in the qualitative paradigm, this research documents the experience of four co-teaching partnerships, each comprised of a final year student teacher and an experienced teacher. Data gathered included semi-structured interviews, planning templates, reflections and vignettes and these were analysed to determine how co-teaching compared with formal placements as a learning to teach experience, how each co-teacher learned from the other and how each co-teacher considered they contributed to the others’ learning. The research concluded that professional dialogue between students and co-operating teachers was enhanced when the placement model promoted and expected such dialogue, as opposed to leaving it at the participants’ discretion. The students to a greater extent than the teachers, were able to articulate the professional knowledge which they developed in the course of co-teaching. In light of the policy focus on the role of the co-operating teacher, the implications of these findings, at an immediate practice level and at a national policy level are considered and areas of further research are also identified.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.719589  DOI: Not available
Keywords: LB1705 Education of teachers
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