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ERIC Number: EJ1199664
Record Type: Journal
Publication Date: 2018
Pages: 4
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2475-6032
The Impact of Co-Teaching on Pedagogical Approaches and Student Conceptual Understanding in a Graduate, Adolescent Literacy Course
Eckardt, Patricia N.; Giouroukakis, Vicky
Journal for Leadership and Instruction, v17 n2 p40-43 Fall 2018
This hypothesis-generating research study sought to provide further insight into the impact of co-teaching experiences on pedagogical approaches and student conceptual understanding in a graduate, adolescent literacy course. Two professors and 21 students participated in this qualitative study. Collected over the course of a semester, data included student reflections, instructor field notes, and lesson plan rubrics. Four categories emerged from the data analysis: (a) reliability, (b) perspectives, (c) teacher support, and (d) pedagogy. Results indicate co-teaching, coupled with situated learning, solidified student conceptual understanding. It is evidenced that co-teaching is a powerful motivator for acquiring new knowledge when grounded in the theory of situated learning.
SCOPE Education Services. 100 Lawrence Avenue, Smithtown, NY 11787. Tel: 631-360-0834; Fax: 631-360-8489; e-mail: contact@scopeonline.us; Web site: http://scopeonline.us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A