The impact of co‐teaching on the professional practices of veteran, novice, and potential science and mathematics teachers
The impact of co‐teaching on the professional practices of veteran, novice, and potential science and mathematics teachers
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联合教学对资深、新手和潜在的科学和数学教师专业实践的影响
DOI：
10.1111/ssm.12508
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发表时间：
2022
影响因子：
1.1
通讯作者：
Balgopal, Meena M.
中科院分区：
文献类型：
--
作者：
Sebald, Ann M.;Howe, John;Balgopal, Meena M.
一项大学与学区合作计划，旨在增加被学区认定为表现不佳的学校的科学和数学教师的招聘和保留，将小学或中学的潜在教师或新手教师与资深教师配对。所有参与者都接受了指导，以建立科学和数学的教学实践，提高他们的科学和数学技能，并通过合作教学实践提高学生在数学和科学关键领域的成绩。资深教师和新教师/潜在教师共同授课一个学期。所有参与者在合作教学期间和之后都接受了采访。我们发现：(1)所有参与者都认为共享协作实践在专业上是重要的；(2)潜在教师和新手教师的合作教学使他们感到作为教育者受到重视；(3)潜在教师和新教师都描述了继续从事或继续从事教学工作的计划；(4)资深教师描述了他们作为教师招聘人员的专业角色扩大的看法。这些发现暗示了将合作教学作为解决教师短缺问题的一种手段，特别是在科学和数学方面。
A university‐school district partnership program designed to increase recruitment and retention of science and mathematics teachers in schools identified as low performing by the school district, paired potential or novice teachers with veteran teachers in elementary or secondary schools. All participants received mentoring to build instructional practice in science and mathematics, enhance their science and mathematics skills, and increase the achievement of students in key areas of mathematics and science through co‐teaching practices. Pairs of veteran and novice/potential teachers co‐taught for a semester. All participants were interviewed during and after the co‐teaching experiences. We found that: (1) all participants perceived that shared collaborative practices were professionally important; (2) co‐teaching for both potential and novice teachers made them feel valued as educators; (3) both potential and novice teachers described plans to pursue or remain in teaching; and (4) veteran teachers described their perception of an expanded professional role as teacher recruiters. These findings have implications for the intervention of co‐teaching as a means to address teacher shortages, particularly in science and mathematics.
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