Learning together through coteaching coaching: A model of support for coteaching pairs in clinical practice

被引：5
|
作者：
Guise, Megan [1 ]
Hegg, Sarah [1 ]
Robbins, Amy [1 ]
机构：
[1] Calif Polytech State Univ San Luis Obispo, 1 Grand Ave, San Luis Obispo, CA 93407 USA
来源：
TEACHING AND TEACHER EDUCATION | 2021年 / 100卷
关键词：
Coteaching; Teacher education; Clinical experience; Professional development; Coaching;
D O I：
10.1016/j.tate.2021.103278
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This qualitative study explores coteaching as a model for the teacher education clinical experience, examining how coteaching coaching serves as a support to enhance pair (preand in-service teacher) understanding of coteaching. Through the analysis of coteaching observations, coaching session discourse, and interviews with coteaching pairs, the authors posit that coteaching coaching provides a space for both teachers to be positioned as learners and engage in critical analysis of coteaching. For this positioning and engagement in coteaching to occur, coaching sessions should occur frequently with the coach adopting a stance that balances critical feedback and collaborative inquiry. (C) 2021 Elsevier Ltd. All rights reserved.
引用
收藏
页数：12
相关论文
共 50 条
  • [21] Training and peer-group coaching for pairs of researchers and patient representatives to support continuous two-way learning
    Casper G. Schoemaker
    Inge Schalkers
    Brigit A. de Jong
    Wilma Wissink
    Sacha le Loux
    Ronald A. M. Buijsen
    Klaas Russcher
    Frank A. M. van der Steeg
    Janine Blom
    Eva Vroonland
    Research Involvement and Engagement, 10 (1)
  • [22] Geriatrics Fellows Learning Online And Together (Geri-a-FLOAT): A sustainable model of learning and support
    Beiting, Kimberly J.
    Chippendale, Ryan Z.
    Goroncy, Anna
    Duggan, Maria C.
    JOURNAL OF THE AMERICAN GERIATRICS SOCIETY, 2023, 71 (09) : 2902 - 2912
  • [23] The Clinical Practice Collaborative Support Model for the Graduate Nurse
    Kramer, Diane S.
    Lindgren, Carolyn L.
    High, Christine
    Ocon, Silvia
    Sanchez, Rosie
    JOURNAL OF CONTINUING EDUCATION IN NURSING, 2012, 43 (07): : 315 - 323
  • [24] Realistic Matematic Approach through Numbered Head Together Learning Model
    Sugihatno, A. C. M. S.
    Budiyono
    Slamet, I.
    INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICMSCE), 2017, 895
  • [25] Expanding care through a layered learning practice model
    Bates, Jill S.
    Buie, Larry W.
    Amerine, Lindsey B.
    Savage, Scott W.
    Eckel, Stephen F.
    Patel, Rachana
    Valgus, John M.
    Rao, Kamakshi
    Daniels, Rowell
    AMERICAN JOURNAL OF HEALTH-SYSTEM PHARMACY, 2016, 73 (22) : 1869 - 1875
  • [26] LEARNING TOGETHER THROUGH NEW TECHNOLOGIES: EXPLORING CLASSROOM INTERACTIONS THROUGH LEGITIMATE PERIPHERAL PARTICIPATION IN A COMMUNITY OF PRACTICE
    Ramnarine-Rieks, Angela U.
    McKnight, Lee W.
    Wong, Peter Y.
    Venkatesh, Murali
    2011 4TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI), 2011, : 717 - 722
  • [27] Learning development and study support - an embedded approach through communities of practice
    Shreeve, Alison
    ART DESIGN & COMMUNICATION IN HIGHER EDUCATION, 2007, 6 (01) : 11 - 25
  • [28] REFLECTIVE PRACTICE Clinical productivity system - a decision support model
    Bennett, Casey C.
    INTERNATIONAL JOURNAL OF PRODUCTIVITY AND PERFORMANCE MANAGEMENT, 2011, 60 (03) : 311 - 319
  • [29] LEARNING TO LIVE TOGETHER THROUGH THE PRACTICE OF PHILOSOPHICAL DIALOGUE IN CLASS: THE PERPECTIVE OF HIGH SCHOOL STUDENTS
    Gagnon, Mathieu
    Couture, Elisabeth
    Yergeau, Sebastien
    MCGILL JOURNAL OF EDUCATION, 2013, 48 (01): : 57 - 78
  • [30] Supporting student nurses learning in and through clinical practice: the role of the clinical guide
    Andrews, M
    Roberts, D
    NURSE EDUCATION TODAY, 2003, 23 (07) : 474 - 481
12345