“It Just Works Better”: Introducing the 2:1 Model of Co-Teaching in Teacher Preparation

  • Christina M. Tschida East Carolina University
  • Judith J. Smith East Carolina University
  • Elizabeth A. Fogarty East Carolina University
Keywords: co-teaching; student teaching; teacher preparation; rural education; clinical field experience

Abstract

Many issues influence reform in teacher preparation including national accountability efforts, professional teaching standards, and local or regional factors. This study examines a rurally-located teacher education program’s efforts to reform clinical preparation through co-teaching. Researchers argue that their adaption of the typical one-to-one (1:1) model of co-teaching to a two-to-one (2:1) model, where two teacher candidates work collaboratively with one cooperating teacher, greatly enhances the student teaching experience. This phenomenological research describes the first year of implementation. Despite cooperating teacher concerns about teacher candidates being prepared for their own classrooms, student teachers learned valuable lessons in collaboration and co-planning, built strong relationships with peers and cooperating teachers, and greatly impacted K-6 student learning. Implications suggest a 2:1 co-teaching model of student teaching allows for fewer placements, which ultimately allows selection of quality cooperating teachers who mentor teacher candidates in powerful ways.  

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Author Biographies

Christina M. Tschida, East Carolina University
Christina M. Tschida is an Assistant Professor of elementary education and social studies education. Her primary research areas are teacher education, online teaching and learning, culturally responsive teaching, and social studies instruction. She has presented nationally at AACTE, AERA, NCSS, CUFA, SITE, and NAME.
Judith J. Smith, East Carolina University

Judith J. Smith is an Associate Professor of elementary education. Her primary research areas are teacher education, language/literacy, and educational technology/21st century literacies. She has presented nationally at AACTE, ELEARN, SITE, AERA, LRA, and AACE.

Elizabeth A. Fogarty, East Carolina University

Elizabeth Fogarty is an Associate Professor of elementary education. Her research focuses on teacher effectiveness, including teachers’ ability to differentiate and meet the needs of gifted learners. Dr. Fogarty advocates for gifted children and their teachers through several professional organizations.

 
Published
2018-11-13
How to Cite
Tschida, C. M., Smith, J. J., & Fogarty, E. A. (2018). “It Just Works Better”: Introducing the 2:1 Model of Co-Teaching in Teacher Preparation. The Rural Educator, 36(2). https://doi.org/10.35608/ruraled.v36i2.340
Section
Research Articles