Coteaching In A Science Methods Course

Abstract

A situated learning model of coteaching was implemented in the weekly field component of a secondary science methods course. Students cotaught by observing and assisting their teacher for one period followed by taking the lead in teaching the same lesson with their teachers' assistance during the following period. Students were peripheral participants, reflecting on both their teacher's practice and their own practice. Data supported four positive outcomes of this model for the methods students: (a) comfort in learning to teach, (b) critical reflection in modeling the teacher's lesson, (c) development of confidence in teaching and managing students, and (d) positive effect of seeing and doing inquiry in practice. All participants supported the continued practice of teaching from the classroom teachers' existing lesson plans. Future research is suggested on how real-time teacher assistance during this model could help the methods students acquire the teaching strategies and habits of their teacher.