Coteaching In International Contexts PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Coteaching In International Contexts PDF full book. Access full book title Coteaching In International Contexts.
| Author | : Colette Murphy |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 392 |
| Release | : 2010-04-02 |
| Genre | : Education |
| ISBN | : 9048137071 |
Download Coteaching in International Contexts Book in PDF, ePub and Kindle
Coteaching is two or more teachers teaching together, sharing responsibility for meeting the learning needs of students and, at the same time, learning from each other. Working as collaborators on every aspect of instruction, coteachers plan, teach and evaluate lessons together. Over the past decade, because coteaching can be highly beneficial to both students and teachers it has become an increasingly important element of science teacher education and is expanding into other content areas and educational settings. This edited book brings together ten years' work on the research and the practice of coteaching and its impact on teaching and learning, predominantly in the sciences. It includes contributions from Europe, United States and Australia and presents an doverview of theory and practice common to most studies.
| Author | : Kathryn Scantlebury Colette Murphy |
| Publisher | : Springer |
| Total Pages | : 408 |
| Release | : 2010-04-23 |
| Genre | : |
| ISBN | : 9789048137145 |
Download Coteaching in International Contexts Book in PDF, ePub and Kindle
Several theoretical lenses explore coteching in this thorough overview of theories and practices involved. Differences in the varying styles and ideology are presented, as well as the commonalities varying coteaching contexts.
| Author | : Colette Murphy |
| Publisher | : Critical Publishing |
| Total Pages | : 137 |
| Release | : 2016-10-10 |
| Genre | : Education |
| ISBN | : 1910391840 |
Download Coteaching in Teacher Education Book in PDF, ePub and Kindle
This book provides a concise and comprehensive overview of the practice of coteaching, including its benefits and educational and social implications. Coteaching plays an important role in enhancing the experience and effectiveness of pre-service and in-service teachers during school experience at a time when teacher retention rates are a concern both nationally and internationally. Traditional practice in school experience, generally comprising observation followed by complete take-over of classes, has not altered in more than a century, despite significant changes in the role of the teacher, the needs of students, the learning environment and the functioning of schools. Coteaching provides a pedagogy which supports pre-service teachers more actively and promotes teacher professional development, as they work together in co-planning, co-practice and co-evaluating lessons during school-based experience. Co-teaching in Teacher Education is part of the successful Critical Guides for Teacher Educators series edited by Ian Menter.
| Author | : Kenneth Tobin |
| Publisher | : Bold Visions in Educational Re |
| Total Pages | : 434 |
| Release | : 2021-11-25 |
| Genre | : Education |
| ISBN | : 9789004424265 |
Download Transforming Learning and Teaching Book in PDF, ePub and Kindle
"This book consists of 19 chapters on heuristics written by 21 diverse researchers. Heuristics are reflexive tools, designed to heighten awareness of actions and thereby afford reflection and other contemplative activities that can catalyze desired changes. The 33 heuristics provided in the book have been produced, revised, and adapted in more than two decades of scholarship. Six key foci are addressed in Transforming Learning and Teaching: Heuristics for Educative and Responsible Practices with respect to heuristics: teaching and learning, learning to teach, emotions, wellness, contemplative activities, and harmony. The book is an ideal resource for researchers in education and the social sciences, and an excellent text for graduate level courses in which research, professional development and transformative change are goals"--
| Author | : Maria G. Dove |
| Publisher | : Corwin Press |
| Total Pages | : 351 |
| Release | : 2017-09-27 |
| Genre | : Education |
| ISBN | : 1506343244 |
Download Co-Teaching for English Learners Book in PDF, ePub and Kindle
"Dove and Honigsfeld′s new book arrives at the perfect time as an increasing number of schools move to a collaborative instructional model and are searching for guidance. The authors not only tell us how to effectively collaborate and co-teach to benefit English learners, they actually show us what each component of the collaborative instructional cycle looks and feels like, complemented by innovative video and web content." —DIANE STAEHR FENNER, Coauthor of Unlocking ELs’ Potential and President of SupportEd Because teacher collaboration isn’t an option, it’s a MUST! The proof is borne out by any assessment: our non-native speakers learn faster and achieve more when general ed teachers and EL specialists co-plan and co-deliver instruction in the very same classroom. That’s why you’ll want to put Co-Teaching for English Learners at the top of your reading list. Step by step, EL authorities Maria Dove and Andrea Honigsfeld walk you through the entire collaborative instruction cycle, along with seven potential classroom configurations from which to choose. Whether you’re new to co-teaching or just see room for improvement in your practice, this practical handbook delivers every technique and tool you need to make the most of your collaboration, including video footage of co-teaching in action. Inside you’ll find: • In-depth profiles of the seven models, with detailed descriptions and analyses • A review of advantages and challenges of each model’s implementation • Clear explanations of each teacher’s role along with self-assessment tools • Tried-and-true strategies for the entire instructional cycle: co-planning, co-instruction, co-assessment, and reflection • Real-life accounts from co-teaching veterans Long gone are the days when our ELs are taught in isolation—and rightfully so. Read Co-Teaching for English Learners, implement its strategies, and soon enough you, too, can set up a learning environment in which all students thrive.
| Author | : Clara Terès Arcarons |
| Publisher | : |
| Total Pages | : 52 |
| Release | : 2020 |
| Genre | : |
| ISBN | : |
Download Coteaching in Foreign Language Education (FLE) Contexts Book in PDF, ePub and Kindle
This thesis aims to narrate a coteaching experience in real context during an internship period in a Catalan high-school. This narration exposes how the interns implemented a predesigned TeachingUnit in a ninth-grade classroom as well as its challenges and opportunities encountered in this implementation. The theoretical framework of this paper presents the common types, benefits, and drawbacks of this educational methodology. Additionally, it shows coteaching's modalities implemented during the Teaching Unit's lessons in order to set the baseline of this research. Video, voice recordings and teachers' notes are collected to contextualize the description of the experience. These data helped to conclude that having three teachers in the classroom can be beneficial not only for students but also for teachers. Common coteaching challenges can be overcomed when establishing open communication, good organization and working together to achieve a common goal. Time management, assessment, grading, and students and teachers' readiness can no longer be seen as obstacles when collaborative teaching is a school-wide project in which teachers and students feel included and as a part of the center. For this innovative projects to be successful, they should also receive the administration's assistance to create a bigger impact in the Catalan education system.
| Author | : Phindile Zifikile Shangase |
| Publisher | : Vernon Press |
| Total Pages | : 311 |
| Release | : 2023-05-09 |
| Genre | : Education |
| ISBN | : 1648896855 |
Download Co-teaching and co-research in contexts of inequality Book in PDF, ePub and Kindle
There has been a recent surge of interest in the concept of co-teaching and co-research across institutions of HE locally and globally, as a response to limited international mobility due to COVID-19. We see co-teaching and co-research as teaching and research that connects educators and learners across different institutions and different contexts, be it across South Africa, Africa or the world. Co-teaching and co-research is linked in this book to the term ‘networked learning’, following the Networked Learning Editorial Collective’s emphasis on relationships and collaboration rather than technology and foregrounding our strong commitment to social justice. Our collective experiences have shown that co-teaching and co-research are not easy endeavours, especially when they involve differently positioned and differently resourced contexts, students and academics. While these collaborations are enriching and exciting, they need careful support, preparation and time for sustained relationship building – topics that we find are not necessarily discussed in the literature around co-teaching and co-research. This book is an attempt towards closing this gap in knowledge by providing a range of chapters documenting personal experiences of academics and practitioners engaging in co-teaching and co-research across the African continent and beyond, facilitated by various networked learning tools and technologies. Framed by a spirit of sharing and connection, the book provides insights into the benefits and challenges of such collaborations, affordances of technologies to bridge unequal divides, emerging practices of continental collaboration and beyond. Additionally, the book provides an unusually honest and nuanced view on co-teaching and co-research across contexts of inequalities, foregrounding relationship- and community-building rather than technology and emphasising the importance of sustained connection and reflection in these collaborations. Applying a wide range of critical theoretical frameworks, these evidence-based but also reflective and reflexive contributions are a unique and important reminder that behind and through our screens, we connect as humans who yearn to learn from each other, but also need to learn how to learn from each other, when we do not share the same world views.
| Author | : Hodges, Thomas E. |
| Publisher | : IGI Global |
| Total Pages | : 749 |
| Release | : 2018-10-26 |
| Genre | : Education |
| ISBN | : 1522562508 |
Download Handbook of Research on Field-Based Teacher Education Book in PDF, ePub and Kindle
Teacher education is an evolving field with multiple pathways towards teacher certification. Due to an increasing emphasis on the benefits of field-based learning, teachers can now take alternative certification pathways to become teachers. The Handbook of Research on Field-Based Teacher Education is a pivotal reference source that combines field-based components with traditional programs, creating clinical experiences and “on-the-job” learning opportunities to further enrich teacher education. While highlighting topics such as certification design, preparation programs, and residency models, this publication explores theories of teaching and learning through collaborative efforts in pre-Kindergarten through grade 12 settings. This book is ideally designed for teacher education practitioners and researchers invested in the policies and practices of educational design.
| Author | : Catharina Christophersen |
| Publisher | : Routledge |
| Total Pages | : 254 |
| Release | : 2018-01-09 |
| Genre | : Music |
| ISBN | : 1351804596 |
Download Musician-Teacher Collaborations Book in PDF, ePub and Kindle
Musician-Teacher Collaborations: Altering the Chord explores the dynamics between musicians and teachers within educational settings, illustrating how new musical worlds are discovered and accessed through music-in-education initiatives. An international array of scholars from ten countries present leading debates and issues—both theoretical and empirical—in order to identify and expand upon key questions: How are visiting musicians perceived by various stakeholders? What opportunities and challenges do musicians bring to educational spaces? Why are such initiatives often seen as "saving" children, music, and education? The text is organized into three parts: Critical Insights presents new theoretical frameworks and concepts, providing alternative perspectives on musician-teacher collaboration. Crossing Boundaries addresses the challenges faced by visiting musicians and teaching artists in educational contexts while discussing the contributions of such music-in-education initiatives. Working Towards Partnership tackles some dominant narratives and perspectives in the field through a series of empirically-based chapters discussing musician-teacher collaboration as a field of tension. In twenty chapters, Musician-Teacher Collaborations offers critical insights into the pedagogical role music plays within educational frameworks. The geographical diversity of its contributors ensures varied and context-specific arguments while also speaking to the larger issues at play. When musicians and teachers collaborate, one is in the space of the other and vice versa. Musician-Teacher Collaborations analyzes the complex ways in which these spaces are inevitably altered.
| Author | : Felix Schultze |
| Publisher | : Linköping University Electronic Press |
| Total Pages | : 115 |
| Release | : 2018-11-22 |
| Genre | : |
| ISBN | : 9176852113 |
Download Coteaching chemical bonding with Upper secondary senior students Book in PDF, ePub and Kindle
The aim of this study was to investigate how an experienced chemistry teacher gains and refines her pedagogical content knowledge (PCK) by cooperating with two grade 12 students (age 18) as coteachers while teaching chemical bonding in a grade 10 Upper secondary class. The study has been conducted from a sociocultural perspective, especially Vygotsky’s zone of proximal development (ZPD) (Vygotsky, 1978). Other theoretical concepts and models that has framed this study are Shulman´s Pedagogical content knowledge (PCK) and Pedagogical reasoning and action model (Shulman, 1986, 1987). When analysing the data, Magnusson, Krajcik, and Borko´s (1999) model of PCK and the 2017 Refined consensus model of PCK (Carlson, Daehler, et al., in press) was used. Empirical data was collected by video- and audio recorded lessons, coreflection sessions, coplanning sessions and interviews. During 10 weeks, about 28 hours of video and audio recordings was collected. Selected parts of the material were transcribed and analysed in order to answer two questions: (1) How can chemistry teachers refine their PCK when coteaching together with senior students in an Upper secondary science class? (2) How do Upper secondary senior student coteachers´ conceptual knowledge of representations and chemical bonding shape a teacher’s foundation of personal PCK (pPCK) when teaching chemical bonding in an Upper secondary science class? The results relating to research question one indicates that the coteachers contributed with their own learning experiences to help the teacher understand how students perceive difficult concepts. The coteachers were mediating between the teacher and the students, thus bridging the gap between the teacher and the students’ frames of references. The experienced chemistry teacher improved her understanding of students´ thinking about themselves as learners of chemical bonding. Regarding the second research question, the findings showed that the creative process of reconstructing concepts of chemical bonding in the coplanning sessions meant that these were a useful tool for developing new teaching strategies and to further develop representations such as drama to illustrate chemical bonding. Together, the teacher and student coteachers, constructed a new representation that better illustrated polar covalent bonding. Taken together, these results provide important insights into how the chemistry teacher´s pPCK was refined and how the coteachers contributed to improve instructional strategies.
