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Descriptors:
Team Teaching; Science Teachers; Secondary School Science; Physics; Teacher Leadership; Power Structure; Interprofessional Relationship; Interaction; Semiotics; Faculty Development; Curriculum Development; Group Dynamics

Abstract:
This article interrogates the "soft power" of teacher teamwork by probing the ways in which authority conditions the appropriation of institutional motives through collective meaning making. The study analyzes the interaction of a teacher-leader and a science teacher team across two settings of professional development organized to promote curricular reform in their U.S. secondary school. The premise of the analysis draws on frameworks from cultural-historical theories, sociological perspectives, and social semiotics to view authority as the outcome of relations of power and control. The analysis reveals how the negotiation of legitimacy in interaction functions to open up or close down possibilities for acquiring motives appropriate to subject matter, teaching, and student learning in teachers' professional practice. The article makes a novel contribution to post-Vygotskian theoretical development in its presentation of authority as an attribute of the dialectical relationship of person and society in the production of institutionalized objects. (Contains 2 tables, 4 excerpts, and 5 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Professional Development; Teacher Collaboration; Team Teaching; Educational Improvement; Student Improvement; Teacher Improvement; Teaching Experience; College Faculty; Group Dynamics; Group Experience; Educational Practices; Collegiality; Instructional Improvement; Instructional Effectiveness

Abstract:
One form of professional development available to faculty is the opportunity to co-teach. Studies of team teaching report increased communication between teachers and students and improved retention and achievement. This article describes a multiyear collaboration between two faculty members that began with a training relationship and expanded into co-teaching. From this experience, the authors widened their knowledge of resources, added to their teaching repertoire, and created new projects and assignments. The co-teaching relationship led to examination of processes and outcomes of their teaching and co-writing. Over time, this professional experience has grown into an exchange of roles and responsibilities. Although this collaboration did not begin as a scholarship endeavor, it has become a long-lasting one built on trust and mutual interest. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Doctoral Programs; Schools of Education; College Faculty; Educational Change; Leadership; Innovation; Action Research; Teacher Attitudes; Professional Identity; Team Teaching; Communities of Practice; Online Surveys

Abstract:
Recent criticisms of the Educational Doctorate (Ed.D.) have challenged faculty members to create or reform such programs. In response to these concerns, faculty members at a particular institution designed and implemented a new Ed.D. program focused on leadership and innovation. We conducted this action research study in order to examine the changes faculty members experienced as they implemented the program along with the factors to which they attributed these changes. Data were gathered with an online survey; and results indicated changes had occurred in perceptions of research, teaching, and students as well as professional identities. Participants attributed these changes to collaborative teaching, a community of practice, and strong leadership. Findings will guide program leaders and faculty members in the coming years and may provide insights to leaders of similar programs and to those guiding innovative efforts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Strategies; Educational Opportunities; Interests; Teaching Methods; Professional Development; Teacher Attitudes; Teaching Experience; Team Teaching; Teamwork; Incidence; Teacher Collaboration; Online Surveys; Attitude Measures; Inservice Teacher Education; Preservice Teacher Education; Self Efficacy

Abstract:
Co-teaching is a widely implemented instructional strategy that poses unique challenges to teachers and may require targeted training. This study considers the role of pre-service and in-service professional development opportunities regarding co-teaching and teacher confidence, interests, and attitudes regarding co-teaching in a sample of general education and special education teachers. After controlling for key teacher demographics, professional development opportunities around co-teaching were positively associated with each teacher outcome. Teachers with more frequent in-service opportunities in co-teaching were more confident in their co-teaching practice and demonstrated higher levels of interest and more positive attitudes about co-teaching than did those teachers with less frequent in-service opportunities. Pre-service training on co-teaching was also positively associated with teacher confidence. (Contains 6 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Education; Individualized Instruction; Educational Change; Learning Theories; Elementary Secondary Education; Educational Practices; Teaching Methods; Instructional Effectiveness; Student Needs; Student Diversity; Team Teaching; Best Practices

Abstract:
The purpose of this article is to examine and analyze current instructional practices in relation to the phases of learning so that K-12 teachers can use those practices effectively to accommodate students' diverse needs in learning. In the analysis, the authors focus on the proper uses of instructional methods to maximize students' learning outcomes. This analysis is also applied to differentiated instruction, co-teaching, and the universal design for learning (UDL) as a way to meet the needs of diverse learners. Thus, the analysis is intended to be a guide for the use of instructional practices in teacher education with the ultimate goal of providing effective and efficient teaching in K-12 classrooms. The advantages of using this guide include the utilization of a full range of effective practices in the classroom, minimizing unnecessary pedagogical conflicts, and the facilitation of co-teaching and differentiated instruction to maximize every student's learning opportunities. Suggestions for educational researchers and teacher educators are also discussed. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Student Teachers; Student Teaching; Instructional Effectiveness; Teaching Methods; Professional Identity; Team Teaching; Constructivism (Learning); Learning Processes; Teacher Collaboration

Abstract:
This paper examines the evolution of the professional identities of student teachers (STs) in a paired-placement teaching practicum in Vietnam. The study draws on activity theory, its notion of contradiction, and Vygotsky's concepts of ZPD and "perezhivanie", to identify the factors driving the intricate learning process. Opportunities for learning were initially manifested in conflicts within the teacher pair, for example negotiation of their multiple identities, as friends, students and teachers in training. However, within the framework of planned and supervised collaboration, the STs resolved most of their conflicts constructively and experienced qualitative development in their teaching identities. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Public Schools; Disabilities; Inclusion; Team Teaching; Administrators; Supervision; School Administration; Classrooms; Teacher Administrator Relationship; Social Support Groups; Professional Development

Abstract:
With the continuing increase of inclusive education in our public school classrooms today, there is a great deal of interest in co-teaching teams. Research indicates that administrative support is a critical factor in co-teaching effectiveness. In this study, we explored administrator knowledge and practices related to the supervision and evaluation of co-teachers in inclusive classroom settings. Clear themes that emerged were related to professional preparation and training; expectations and perspectives of co-teaching and inclusive practice; and supporting, supervising, and evaluating co-teachers. The data indicated that there is considerable inconsistency in administrator knowledge and practices and that professional development for administrators is warranted. Implications for practice as well as questions and issues for further research are discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Master Teachers; Student Teachers; Interpersonal Relationship; Interaction; Experience; Team Teaching; Student Teaching; Urban Schools; High Schools; Secondary School Teachers; Phenomenology; Mixed Methods Research; Interviews; Observation; Surveys

Abstract:
Student teaching is a critical step in the process of becoming a teacher. Since its development over the past few decades, student teaching has become a requirement to attain a teaching credential in all fifty of the United States. Unfortunately, the relationship between student teachers and master teachers is frequently wrought with tension. This tension makes student teaching a frustrating experience for both parties, rather than an exciting time of shaping a novice teacher as he or she embarks upon a successful new teaching career. Recently, in an effort to improve upon traditional student teaching, the co-teaching model of teacher training has been developed. In this model, the student teacher and master teacher come alongside one another to plan, prepare, and teach classes together. The hope is that this new approach would help student teachers attain a higher level of success by providing them with more support as well as with opportunities to develop collaborative skills. However, the structure of co-teaching introduces a new interpersonal dynamic to the classroom. This dynamic contributes both strengths, such as heightened support for student teachers and their pupils, and weaknesses, such as increased planning requirements and decreased independence, to the student teacher-master teacher relationship. The following are appended to this document: (1) Monthly Survey; (2) Individual Interview Questions; (3) Group Interview Questions; (4) Research Information; and (5) Informed Consent Form. (Contains 12 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Applied Linguistics; Content Analysis; Second Language Learning; Second Language Instruction; Language of Instruction; Teaching Methods; Reflection; Team Teaching; Teacher Empowerment; Case Studies; Preservice Teacher Education; Ethnography; Science Instruction; English (Second Language); Multilingualism; Bilingual Education; Video Technology; Masters Degrees; Foreign Countries; Spanish; Romance Languages; Secondary School Teachers; Validity; Program Effectiveness; Teacher Collaboration; Diaries; Student Teacher Attitudes

Abstract:
This case study is part of a larger project which aims to determine the usefulness and validity of a model of a pre-service content and language integrated learning (CLIL) teacher education programme inserted in a Master's degree, whose main pedagogical option is to achieve teacher empowerment through cycles of collaborative teaching and shared reflection. More specifically, the two-fold goal of the study is to describe the nature of the student-teacher's main accomplishments on her teaching practice, if any, as well as on the quality of her reflection on that teaching practice; and to identify and characterise key stages in her developmental process throughout. The analysis adopts an ethnographic perspective and explores fragments of videotaped CLIL science lessons in English/L3 and other multimodal data (student-teacher's journal, academic reports and instructor's field notes) collected in a master's degree for secondary teachers in Barcelona, where Catalan and Spanish are co-official. Through Multimodal Conversation Analysis and Ethnographic Content Analysis, the study reconstructs the developmental process undertaken by the informant throughout one academic year. The analysis traces the student-teacher's progress both in the practical handling of the specific challenges of the CLIL lessons and in her progressive understanding of key issues in the domain of Second Language Acquisition (SLA); it also shows how teaching practice and reflection shape and fuel each other. In addition, it illustrates how CLIL teachers may benefit from tools developed in the field of Applied Linguistics in order to improve their professional skills. (Contains 1 table, 6 figures, 2 excerpts, and 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Change; Reflection; Educational Research; Problem Solving; Team Teaching; Teaching (Occupation); Professional Identity; Teacher Collaboration; Educational History; Foreign Countries; Social Class; Work Environment; Teacher Role; Teacher Qualifications

Abstract:
With this article we intend to fill a large gap that exists in the field of educational research--examining the history of teaching. We chose a critical historical moment that initiated the great labour transformation in the exercise of the teaching profession. In this context, we investigated the pedagogical benefits introduced by the Portuguese educational system by the class regime promulgated in the 19th century with the reform that introduced the class system, enacted in the nineteenth century. This change is a landmark in the history of teaching. We tried to study what had changed in the workplace to realise the division of teaching. How did teachers relate to each other and to their work in each working system? What social links are required by each of the working systems and what implications do they have for how teachers behave? What place (role) does the teacher play in the production chain? What skills (competences) are required in their working position? The system change that was enacted in the nineteenth century created a new division of labour that called for dynamic labour, diametrically opposed to the traditional and established practice. This curriculum revolution not only brought new demands in teaching but also had consequences in terms of professional identity. From that point forward, being a teacher no longer had the same reference, "if you know--you do it well". This has radically changed. Being a professional in education is no longer a purely individual act involving inter-subject intervention. They now have to act inter-individually with the intention of being multi-, inter- and trans-disciplinary. They have to break through subject boundaries and dualities. The professional skills required by the job in the new employment scheme launched a new challenge in learning (teacher training) and in the exercise of the profession. Reflection on the new type of qualifications is still necessary and remains to be explored. Are the educational workers aware of this? (Contains 2 figures, 1 table and 32 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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