View in EDS

Transforming Clinical Practice in Teacher Education through Pre-Service Co-Teaching and Coaching

Saved in:
Bibliographic Details
Title: Transforming Clinical Practice in Teacher Education through Pre-Service Co-Teaching and Coaching
Language: English
Authors: Strieker, Toni S., Shaheen, Maria, Hubbard, Daphne, Digiovanni, Lee, Lim, Woong
Source: Educational Renaissance. Feb 2014 2(2):39-62.
Availability: The Renaissance Group. University of North Carolina Wilmington, 626 MacMillian Avenue, Wilmington, NC 28409. Web site: https://educationalrenaissance.org/index.php/edren
Peer Reviewed: Y
Page Count: 24
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Preservice Teachers, Team Teaching, Preservice Teacher Education, Coaching (Performance), Clinical Experience, Performance Based Assessment, Educational Change, Teacher Education Programs, Teaching Models, Faculty Development, Elementary Education, Classroom Techniques, Teacher Educators, Cooperating Teachers
ISSN: 2161-1602
Abstract: Teacher preparation programs on a national level have been called to change, focusing on clinical practice as a primary focus of teacher education rather than course work. Concurrently, performance based assessment is becoming the tool to measure candidate capacity to plan and instruct. This study highlights one teacher education program and the Pre-Service Co-Teaching Model (PSCT), which utilizes instruction in co-teaching models, co-teaching internships, and instructional coaching as a means for teacher development. Forty-three pairs of co-teachers and 14 coaches participated in this study. Each coach, collaborating teacher, and teacher candidate participated in professional development to better understand co-teaching models, as well as coaching techniques. Each co-teaching pair had a coach to observe and debrief the implementation of co-teaching models in classrooms for the purpose of planning, assessment, and instruction. Goal setting, conference notes, coaching reflections, as well as focus group interviews served as data. Analysis indicated that co-teaching strategies from the professional development were used primarily to facilitate differentiated instruction as well as classroom management. Analysis also indicated that coaches had a tendency to be more prescriptive regarding classroom management and have a more open-ended conversation when the focus was on differentiated instruction.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1218734
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1218734
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1218734
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Transforming Clinical Practice in Teacher Education through Pre-Service Co-Teaching and Coaching
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Strieker%2C+Toni+S%2E%22">Strieker, Toni S.</searchLink><br /><searchLink fieldCode="AR" term="%22Shaheen%2C+Maria%22">Shaheen, Maria</searchLink><br /><searchLink fieldCode="AR" term="%22Hubbard%2C+Daphne%22">Hubbard, Daphne</searchLink><br /><searchLink fieldCode="AR" term="%22Digiovanni%2C+Lee%22">Digiovanni, Lee</searchLink><br /><searchLink fieldCode="AR" term="%22Lim%2C+Woong%22">Lim, Woong</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Renaissance%22"><i>Educational Renaissance</i></searchLink>. Feb 2014 2(2):39-62.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: The Renaissance Group. University of North Carolina Wilmington, 626 MacMillian Avenue, Wilmington, NC 28409. Web site: https://educationalrenaissance.org/index.php/edren
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 24
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2014
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Team+Teaching%22">Team Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+Experience%22">Clinical Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Based+Assessment%22">Performance Based Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Models%22">Teaching Models</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperating+Teachers%22">Cooperating Teachers</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2161-1602
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Teacher preparation programs on a national level have been called to change, focusing on clinical practice as a primary focus of teacher education rather than course work. Concurrently, performance based assessment is becoming the tool to measure candidate capacity to plan and instruct. This study highlights one teacher education program and the Pre-Service Co-Teaching Model (PSCT), which utilizes instruction in co-teaching models, co-teaching internships, and instructional coaching as a means for teacher development. Forty-three pairs of co-teachers and 14 coaches participated in this study. Each coach, collaborating teacher, and teacher candidate participated in professional development to better understand co-teaching models, as well as coaching techniques. Each co-teaching pair had a coach to observe and debrief the implementation of co-teaching models in classrooms for the purpose of planning, assessment, and instruction. Goal setting, conference notes, coaching reflections, as well as focus group interviews served as data. Analysis indicated that co-teaching strategies from the professional development were used primarily to facilitate differentiated instruction as well as classroom management. Analysis also indicated that coaches had a tendency to be more prescriptive regarding classroom management and have a more open-ended conversation when the focus was on differentiated instruction.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2019
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1218734
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1218734
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 39
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Team Teaching
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: Clinical Experience
        Type: general
      – SubjectFull: Performance Based Assessment
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Teaching Models
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Teacher Educators
        Type: general
      – SubjectFull: Cooperating Teachers
        Type: general
    Titles:
      – TitleFull: Transforming Clinical Practice in Teacher Education through Pre-Service Co-Teaching and Coaching
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Strieker, Toni S.
      – PersonEntity:
          Name:
            NameFull: Shaheen, Maria
      – PersonEntity:
          Name:
            NameFull: Hubbard, Daphne
      – PersonEntity:
          Name:
            NameFull: Digiovanni, Lee
      – PersonEntity:
          Name:
            NameFull: Lim, Woong
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Type: published
              Y: 2014
          Identifiers:
            – Type: issn-electronic
              Value: 2161-1602
          Numbering:
            – Type: volume
              Value: 2
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Educational Renaissance
              Type: main
ResultId 1